Guide to The Fourth Year and Beyond

Guide to The Fourth Year and Beyond
Everything You Need to Know about Senior Year and Successful Residency Matching
Prepared for the Class of 2016
Guide to the
Fourth Year and Beyond
Table of Contents
I.
Introduction........................................................................................................................ 1
II.Timetable............................................................................................................................. 1-3
III. Career Decision-Making.................................................................................................... 4-5
IV. Planning the Fourth Year....................................................................................................6-13
V.
Applying for Residency......................................................................................................13-22
VI. The Match............................................................................................................................ 22-24
VII. Specifics of Fourth Year Scheduling................................................................................ 24-58
Appendices
Appendix A Fourth Year Calendar 2015 – 2016.................................................................... 27
Appendix B Interviewing Tips................................................................................................... 28
Appendix C Program Checklist................................................................................................. 30
Appendix D Tips for Career Selection..................................................................................... 32
Appendix E 2014 NRMP Match Results Table......................................................................... 33
Appendix F 2014 NRMP Unmatched & Independent Applicants Data.............................. 34
Appendix G 2014 – 2011 GW Match List................................................................................. 41
Appendix H Saving Money on Residency Travel & Interviews.............................................. 59
I.INTRODUCTION
Most of you have already started to think about what your career as a physician will entail. During the
next several months, you will begin to make important choices about specialty selection, residency
training and beyond. The process of making these decisions is exciting and challenging and this manual
is intended to help guide you! The guide is by no means an exhaustive source of information. There are
many sources of more specific information and you should take advantage of everything available to
you. The time and attention that you invest in this process has invaluable dividends. Get organized early,
make note of important dates and deadlines and keep an eye on your e-mail!
II.TIMETABLES
It is critical for you to understand the timetable involved in planning residency applications.
The schedule below should serve as a guide as you plan your approach to the process. Please note that
many of the web sites mentioned will update information for the upcoming residency application cycle
in the next several months, so visit the sites often. Students interested in Ophthalmology and Urology
should realize that the match process for these specialties occurs early. Additionally, students in the
Health Professions scholarship program participate in an early match.
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THIRD YEAR TIMETABLE
Date
Winter Break
3rd Year
January
3rd Year
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Comments
• Reflect on clinical experiences and interactions with faculty and residents during
the clerkships as you begin the process of specialty selection.
• Re-visit the careers in medicine web site hosted by the AAMC at: https://www.
aamc.org/cim/ (Use your AAMC ID to log in).
• Review the AAMC publication, Roadmap to Residency, from application to the
Match and Beyond available on the web at: http://smhs.gwu.edu/academics/
md/current-students
• Review FREIDA online at: http://www.ama- assn.org/ama/pub/category/2997.
html. This is a searchable electronic database of all residency and fellowship
programs in the United States.
• Review the National Resident Matching Program publication, Charting Outcomes in the Match at: http://www.nrmp.org/nrmpaamc-charting-outcomes-inthe-match/. This report casts light on how applicant qualifications affect match
success.
• Army Students should review the information at: http://www.goarmy.com/
amedd/education/hpsp.html or http://vetopportunities.amedd.army.mil/hpsp/
faq/hpsp_faqs.pdf
• Navy Students should review the information at: http://www.med.navy.mil/sites/
navmedmpte/accessions/pages/healthprofessionsscholarshipprogram_prospective.aspx or http://www.med.navy.mil/sites/navmedmpte/accessions/pages/currentstudents.aspx
• Airforce Students should review the information at: https://www.airforce.com/
benefits/commissioned-officer-education/ or http://lukeballard.tripod.com/HPSP.
html
• Make connections with faculty in the areas of your interest. This may include
faculty at other institutions. Connect with current fourth year students in the areas
of your interest, they have completed applications, are on the interview trail and
have lots of valuable information to share.
• Consider fourth year electives at outside institutions and investigate deadlines
for these applications. Many medical schools will use the Visiting Student Application Service. See information at: https://www.aamc.org/students/medstudents/
vsas/
• Military Students: Start planning Active Duty Tours
• Register to take the USMLE Step II Exam CK and CS. All students are strongly advised to complete both parts of the exam by December 31st of your senior year.
Military students are required to take the exam earlier. (Check with your service
branch for specific deadlines) Some specialties strongly encourage students to
have scores on this exam by the time of the application and almost all want to
see Step II CK scores by the time they are ranking applicants. Note: Board fees
are included in third year financial aid. You must have a passing score on both CK
and CS reported by April 30th to participate in the MD Program diploma ceremony.
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Date
February
3rd Year
March
3rd Year
April
3rd Year
May/June
3rd Year
Comments
• Select an official GW Faculty Advisor (beginning on February 1st) from the list
provided by the dean’s office
• In mid February VSAS Authorizations are issued
• Review the Directory of Senior Electives and plan your fourth year schedule with
the help of your advisor
• Enter your fourth year schedule requests into the web based lottery program
• Complete USMLE CS & CK registration
• Electronic Residency Application Service (ERAS) Opens.
• Lottery results e-mailed to students
• All students meet individually with the Student Affairs Dean to review and modify
schedules
• Complete USMLE CS & CK registration
• Class meeting with Student Affairs and/or Curricular Deans to discuss residency
applications
• Complete the web-based biographic information form for writing of your Medical Student Performance Evaluation (MSPE; aka Dean’s Letter). (Your letter cannot
be written without this!)
• Military students complete applications
• Early Matches (Ophthalmology and Urology) begin registration. See target dates
at: https://www.sfmatch.org/ for Ophthalmalogy and www.avanet.org/education/
urology-and-speciality-matches.cfm for Urology.
FOURTH YEAR
July
4th Year
August
4th Year
September
4th Year
October
4th Year
December
4th Year
January
4th Year
February
4th Year
March
4th Year
3
• Review the web site at: https://www.aamc.org/students/medstudents/eras/and
take note of all deadlines
• Complete MSPE Questionnaire by July 1st
• Request letters of recommendation
• Complete personal statement
• Complete application materials
• Review transcripts for accuracy
• Interviews for students interested in Ophthalmology and Urology begin. (These
are early Match specialties) Programs begin downloading applications on September 15. Transcripts uploaded to ERAS by the dean’s office.
• Soft deadline for applications to be completed.
• Interviews for students participating in the NRMP begin and continue thru January
• MSPE uploaded to ERAS on October 1st
• Military Match complete
• San Francisco Match (ophthalmology and child neurology) and Urology matches
complete
• NRMP Match lists due
• NRMP Match complete
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III. CAREER DECISION-MAKING
WHAT SHOULD I BE DOING/THINKING?
It is difficult to effectively plan a fourth-year schedule without having a fair amount of the third year
under your belt, and some sense of your ultimate career direction. By January you should begin to think
about your career direction. While it is premature to try to identify formal advisers in January (they’re
still busy with fourth year students) there is no harm, and it is very helpful, to talk with the more senior
physicians with whom you work (residents, attendings, etc.) about their career decision process. How
did these people choose their specialty? What did the house staff and seniors do as electives? What
really helped? Many third-year students feel confused with regard to career selection. Next year by this
time almost all of you will have a very firm grasp of where you are, and where you are going. Those of
you who already “know” ought to be a bit concerned: Have you come to a conclusion prematurely and
without reviewing all of the options? Aside from those of you in the military, the majority of you will have
until January of your senior year to make a final decision about your first postgraduate year--though
there are advantages to making a choice before you begin your interviews! In other words, while it is important to start wrestling with career issues, you needn’t have a firm view now! Lots of people who were
undecided until late in the fall semester of their fourth year have been very successful in the residency
selection process. Don’t let panicky students get you upset or generate insecurity. However, don’t put
off starting to consider your options.
CONSIDERATIONS IN SPECIALTY CHOICE
While you are beginning to talk with people about career choices, you must firmly keep in mind that
your third-year rotations will give you an exposure to predominantly hospital-based medical practices.
You can certainly get some sense of a specialty by looking at what you see in our hospital clerkships, but
you have to be very careful not to assume that the life of the practitioner is similar to that of a third year
clerk, the resident staff, or even the full-time faculty on that service in the hospital. Also remember that
most of the housestaff primarily have experience with in-hospital medicine. While it is appropriate and
important to talk with seniors and residents - they are closest to you and closest to having made career
decisions -- practitioners are a more reliable and valid source of information.
Therefore, it is important to talk with experienced physicians, particularly those in practice, to get some
idea of what the various generalists/specialists do in the “real” world. Don’t hesitate to stop attendings
whom you know (and even some you don’t know!) and ask questions. Talk to as many people as possible. Most of them will understand your quandary and be delighted to share their points of view with
you. While the primary care clerkship is not a perfect representation of office experience, it is much
closer to routine medical care than what you see in a hospital. (Recall that only about 5% of an average
physician’s patients have problems needing hospitalization in a given year, much less in some specialties.) Keep your ambulatory experiences in mind!
Stereotypes of practitioners in the various specialties must be recognized as having some real basis,
but many exceptions exist. For example, it is possible to be a very patient and long-term- care oriented
surgeon, and conversely, a procedure-oriented and intensivist medicine type. The kinds of people with
whom you feel most comfortable are likely to be the people with whom you will be most happy training
for long and grueling hours. If you think you love a specialty but hate the physicians practicing it, you
had better be careful; the process of socialization throughout residency training is incredibly powerful.
You need to consider the duration of training: Are you able to postpone goal- achievement sufficiently
to tolerate a seven-year residency?
Many of you may want to consider the practice style and income of practitioners in various specialties:
Academicians tend to be paid less than private practitioners, pediatricians usually make much less than
surgeons. How important are these considerations to you to your spouse? All doctors work fairly hard
and most of you when applying to medical school said one of the attractions was that medicine was not
in the “9 to 5” mentality. Have you changed? Are you willing to make sacrifices for the needs of your patients? How much control of your time do you demand? Are you willing to limit your practice to a certain
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patient population or age group (e.g., child- bearing women, children, adults) or do you want to care for
all people?
Another facet of this conundrum that you need to keep in mind is that we change over time! Many students and residents enjoy being at the “cutting edge” of their field. Many like intensive/critical situations.
However, many physicians will tell you that their substantial joys during mid-practice years come from
being of service and making a difference in the lives of their patients. How can you know how you will
feel in 15 years? You probably can’t but you ought to be aware of this common change in older physicians.
Finally, if you have narrowed your choice down to two or three options but don’t seem to be getting any
further, try a little exercise. Decide on one choice (“I’m going to be an obstetrician”) and live with that
choice for a week. See how you like being an obstetrician. How does your spouse like it, your family and
friends? During the day and evening try to picture how you would be spending your time, what your patients would be like. After a week, try another choice (“I’m going to be a neurologist”) and live with that
for a week. This will help you focus on one at a time rather than having to constantly weigh one against
another. Also, scheduling early experiences in your fourth year in a variety of specialties may give you
further insight which will help you narrow down your options. An early visit to one of the deans may also
be helpful if you are in a particular quandary.
There are numerous written sources of information on choosing a specialty. Many of these are mentioned above in the timeline chart. In addition, each of the clinical departments will sponsor a specialty
interest session during the early part of the second semester of your third year. We will give you a schedule of those meetings and I advise you to attend even those that seem remotely within your range of
interest. Useful information is shared in these sessions that may be difficult to gather otherwise.
Like all important decisions, your specialty choice will require you to spend many hours thinking, reading and discussing your options. Your advisors and the deans are an important resource that you should
take advantage of.
CHANGING RESIDENCIES
Once you have made a decision about a career path and started a residency, it may be challenging to
switch to another specialty. This is largely a result of the way residency positions are funded. It is important that you be aware of the way Medicare reimburses medical centers for postgraduate training. Historically, Medicare paid each medical center in the vicinity of $30- 50,000 each year for each resident. This
varies substantially from specialty to specialty, since it is determined by complicated formulas based on
the Medicare population served by that institution. Thus, for some programs it will be very high, while
for others it may be much lower. This subsidy is designed to offset the expenses of training residents
(faculty, learning resources, etc.). Medicare will only support residents for fixed periods of time linked to
their specialty training (for instance, 3 years for internal medicine, 5 years for general surgery, etc.). If you
stay in residency beyond that time period, the medical center only receives half of the original training
subsidy (i.e. you essentially become fiscal red ink to the medical center!!). The problem is not so much
that you will stay longer in your original residency choice, but that this makes it difficult to change residency programs in mid-stream. If you do two years in medicine and decide to switch specialties you will
have only one full year of financing left. Therefore, any surgery program that wants to take you will have
to forfeit four years of full support. As you may imagine, this puts you at a disadvantage relative to freshly
minted graduates who have not used up any of their eligibility. This is making it more difficult to change
residency training once you’ve started. This means that you need to be as certain as possible about your
plans at the time of your original match.
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IV. PLANNING THE FOURTH YEAR
GOALS
The fourth year comprises one quarter of your medical education. It is especially important because it
is the crucial time for you to solidify and broaden the foundation you have built in the first three years.
In addition, it has importance beyond your immediate educational needs: It is the time to better understand your residency options and enhance your opportunities for the transition to your post graduate
years.
The goals then for the fourth year are:
Primary
1. To broaden your medical education (especially through your required courses)
2. To deepen your medical education (through your skillful selection of pertinent electives)
3. To solidify areas of weakness
Secondary
1. To gain more experience in areas of medicine to help you make a career choice.
2. To improve your chances for a successful match by: working hard and doing well in your fourth year
courses; working closely with faculty who might write your letters of recommendation; working in
outside hospitals to see if you would like being a resident there.
SCHEDULING
We will use a web based lottery system for you to schedule your fourth year similar to that used for
scheduling your third year schedule. One important difference is that the fourth year schedule is extremely flexible unlike your third year schedule. In brief, you will initially choose courses both within and
outside the GW system to which you wish to “match.” We have a fairly sophisticated computer algorithm
to help you get your preferred program. At the completion of this computer match (early-April), one of
the Deans will meet with each of you and review the first draft of your schedule. During that time we will
make all the appropriate modifications. A period of grace will follow during which you will be able to
make additional changes and finalize electives.
The purpose of this entire process is to get you your optimal schedule and simultaneously to allow our
faculty sufficient time to arrange for students from other medical schools to participate in our elective
programs. (Note: we won’t accommodate outside students until your first scheduling deadline has
passed.)
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GRADUATION REQUIREMENTS
If you split one of the core clerkships you will need to complete the clerkship by week 35 of the senior
year. Elective work completed during third year is applied to the 14 week senior requirement.
Senior Year Requirements for Students Who Completed All Six Core Clerkships During Year III
Course Name
Duration
Comments
Acting
Internship
Anesthesiology
4 weeks
Emergency
Medicine
Neuroscience
4 weeks
POM IV
4 weeks
Free Choice
Electives
14 weeks
minimum
Vacation
13 weeks
maximum
May be completed in either Medicine, Pediatrics, General Surgery or
in some cases Family Medicine
This requirement may be completed in Year III as part of the Surgery
clerkship. If so, add two weeks of elective time to your requirement.
(16 weeks of elective time instead of 14)
May be completed in Adult or Pediatric Emergency Medicine courses.
All students register for NEURO 380; however, this is a flexible requirement that can be completed in pediatric or adult neurology/
neurosurgery or combinations of 2 of these. Preferences are selected
using the Neuroscience Clerkship Preference form on the web at:
http://smhs.gwu.edu/sites/default/files/neuro_site_preference.pdf
Taught weeks 36, 37, 38 and 39, coinciding with Match Day. All
graduating seniors are required to attend this course at GW. No other
course work can be scheduled at this time.
On-campus electives are listed in the senior directory. Off-campus
electives may be arranged by the student with the approval of the
appropriate GW department and the dean’s office. (more on this
later) Students who complete Anesthesiology during year III will have
2 weeks less of required time and 2 weeks more of elective time for a
total of 16 weeks minimum of elective time.
If you used any vacation weeks during the third year, they are subtracted from the 13 weeks.
2 weeks
4 weeks
*All third year core clerkship work must be completed by week 35 of the senior year.
VACATION
When you review the tentative calendar for the fourth year, you will see that the year begins on Week 1
and the year ends at the end of week 45. From the above list of requirements, it is clear that 32 weeks
are required for course work. Thirteen weeks are therefore available for vacation. The time between the
end of third year and the beginning of fourth year is considered week 1 and is counted as one vacation
week. Weeks 26 and 27 are winter break and are counted as two of your vacation weeks. That leaves
10 weeks of vacation time that you are free to include in your schedule at any time. Remember that in
addition to time for relaxation, you will use vacation weeks to study for step II and to interview for residency. Remember that during fourth year, there are NO guaranteed holidays with the exception of
winter break! Any third year clerkship make-up time or any non-credit accruing academic work in year 4
is deducted from your vacation time.
ELECTIVES
Our elective schedule is set up by weeks. Most electives (except certain two-week required courses)
require a minimum of four weeks for completion. While we want you to use your fourth year to help
you find a residency, we need to assure the broad educational value of the year. We have accordingly
employed a policy that restricts the amount of time a student can spend in a specialty area to 12 weeks.
This applies to individual specialties, not broad specialty areas. For instance, you could take 6 weeks of
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general surgery, 4weeks of trauma surgery, and 4 weeks of colorectal surgery without violating the rule.
However, 14 weeks of general surgery would.
Likewise, a mixture of medical, pediatric or surgical subspecialties are permissible, but you are not
permitted to do more than 12 weeks of cardiology for instance. You can spend more than 12 weeks in
a specialty area, but anything above 12 will not count towards your requirements and will be deducted
from your vacation time.
ON-CAMPUS ELECTIVES
Any elective controlled by the GW elective registration system will be listed in our Senior Directory, and
is considered on-campus. Any elective not listed in the Directory is considered off-campus.
OFF-CAMPUS ELECTIVES
What are the Purposes for Doing Electives away from the Medical Center?
First, there is very little available outside of GW that one couldn’t arrange to do within this Medical
Center. For financial and personal reasons, many of you will not be able to take electives away from the
school. This is not a problem or a liability.
(Please be reminded that no additional financial aid can be awarded to cover the extra costs of spending time on off-campus electives.
In past years, I would estimate that perhaps 30% of students took no away electives, 40% did one month
away, and 30% did two or more months off-campus. It’s difficult to assess whether these sojourns substantially helped students get their desired residences. Most students do not match to residency programs at which they did an extramural elective (excluding military scholarship students). Visiting the
program is no guarantee that it will remain top on your list, or that you are assured a place there. Given
the timing of residency applications and interviews in the senior year it is VIRTUALLY IMPOSSIBLE to
do more than two extramural electives in your specialty of choice. Since most of you will apply to 20-50
residency programs it is obvious that you will only be able to go to a tiny fraction of the programs that
you are interested in. Therefore, if you choose to do this, you will have to pick a program(s) that you are
convinced may be the right place for you.
Visiting Student Application Service (VSAS)
The Visiting Student Application Service (VSAS) is an AAMC application designed to streamline the
application process for senior “away” electives at other U.S. LCME accredited medical schools. The URL
for VSAS is: http://aamc.org/programs/vsas. This service requires students to submit just one application for all schools, effectively reducing paperwork, miscommunication, and time. VSAS also provides a
centralized location for managing offers and tracking decisions. You will use VSAS if you are applying for
senior away electives at any of the host schools listed on the VSAS website. For schools that do not participate in VSAS, please use the Extramural Electives Compendium (EEC) for visiting student application
information. Visit the website at: http://www.aamc.org/students/medstudents/electives/start.htm. You
may also find information on the website of the specific school that you are interested in. When applying
for electives at schools that are not using the VSAS you will need multiple documents. Different schools
require different combinations of these documents. The table below lists the various documents and
where/how to get them completed.
Other medical schools keep course directories on-line at their web-sites along with instructions and
forms for applications. These directories will be the most valuable source of information about off- campus electives and application procedures. It is your obligation to be sure that the elective you are investigating outside of GW is at least as good as the elective available within our own program. Senior
students can be useful resources on these issues. Also if you are interested in a particular hospital or
program you might stop by the Dean’s office and review lists of recent graduates and the programs to
which they matched. It is often very useful to contact GW graduates working at hospitals of interest, and
ask them to recommend the best electives, the best teachers, etc. If we can help with this, let us know.
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Finally, most medical schools and many residencies now have very informative web pages where you
can find important information. Students with prior academic difficulty must meet with one of the dean’s
to determine if off- campus electives are permissible.
Advantages and Disadvantages of Off-Campus Electives
There are some good reasons to take electives at other institutions:
• First, such electives allow you to compare GW to other medical schools and yourself to other students.
• Second, they also allow you to see if you will be comfortable with the geography and culture of the
areas in which you are thinking of practicing or training.
• Third, an outside elective may be a good way to get a feel for the specialty.
• Fourth, an outside elective may help your residency chances. If you will be shooting high, you may
make a more vivid impression at a prestigious program by taking an elective there.
• Finally, taking an outside elective may gain you a letter of recommendation from someone outside
of GW. Such a letter may be viewed as more objective than a letter from a GW faculty member (who
has a vested interest in seeing that GW graduates do well). However, most of you will find the process of locating and scheduling extramural electives to be bothersome and time consuming. It may
be difficult to get the elective you want. Notification of acceptance to such electives can be delayed
into the summer or fall. Audition electives can be a double-edged sword. You may look good and
impress, but you can also look flat and disoriented at strange facilities in unfamiliar surroundings.
There are also some risks in spending a substantial portion of the fourth year away. If you are planning
on going into a clinical residency, letters of evaluation are crucial to your success in matching. The evaluative comments that are most important tend to be those written by clinicians. It is sometimes difficult
for faculty to get to know you (and for you to know them!) during your third year. Accordingly, some
students use the early part of the fourth year to know and be known by our faculty -- the group most
interested in getting you a top residency. Many letters of recommendation are written by members of
our faculty with whom you work in the summer and early fall of your fourth year. There are other disadvantages to away electives. Historically, we have done very well in terms of advising and helping students match to good postgraduate programs. That advising does not readily take place long distance.
Our faculty is often willing to contact friends in other institutions, to put in a good word for students they
know. That does not happen when you have been away for the entire fall. Taking care of the details that
are so important to this whole process can be difficult from a long distance.
Timetable for Arranging Off-Campus Electives
Most medical centers with active elective programs will not think of signing-up an outside student until
late spring. They may accept applications as early as December, but they will rarely commit to a specific
course schedule until sometime in April or May, frequently as late as June. Many of you, although early
on inclined toward a particular medical field, will make substantial changes in your timetable during
the remainder of this year. Therefore 1) don’t get yourself locked into one or a set of programs that may
have no bearing or meaning to your ultimate training plans; 2) don’t commit yourself to programs without complete and careful discussion of your options and opportunities here, as well as away, with at least
one advisor; and 3) don’t get a bad name at hospitals for signing-up but then reneging on a prematurely
arranged elective!
Information About Specific Off-Campus Electives
Major resources available to you are: 1) Senior students are a resource of incredible potential. You
should discuss their elective programs with them, and have them identify the experiences they have
found most useful. In some circumstances, with appropriate departmental approval and approval from
the Dean’s Office, a required component of the fourth year can be taken at another institution. 2) VSAS
- The Visiting Student Application Service available through the AAMC. And 3) Surf the net! Other programs have put the entire application process on-line.
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Off-Campus Living Arrangements
AMSA and OSR have tried to set up exchange possibilities for living accommodations between students
in different cities while on electives. You can imagine how complex that is. It hasn’t worked on a large
scale. See the GW Housing Office in the late spring if you are planning on going out of town. They can
sometimes help you sublet your apartment to a visiting student coming here. Contact the Dean’s Office
at any school where you plan to spend elective time for housing suggestions there. You will usually have
to arrange your own housing.
Arranging Away Electives
All students taking off-campus electives must get prior approval to participate in these courses. You
must have a “Permission to Take Off-Campus Elective” form on file in the dean’s office before going to
any off-campus rotation. Permission to take an off campus elective is granted by a faculty member in the
department which coincides with your requested elective. For example, if you want to do an away elective in general surgery at Georgetown, you must get permission from the GW General Surgery clerkship
director. This form is found electronically on the GW SMHS web site and a paper version is available in
the dean’s office.
DOCUMENTS REQUIRED FOR AWAY ELECTIVES
Document
Where to get it completed
Letter of Good
Standing (LOGS)
Dean’s office
Permission to Take
Off-Campus Elective
Form (forms are on the web
and on the shelf outside the
dean’s office)
Application Form
(from the host institution)
Official Transcripts
Immunization Record
Proof of Malpractice
Insurance
Proof of Health I
nsurance
Criminal Background
Check Drug Testing
Official School Seal
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Comments
Submit your request using the LOGS request
form found on the web. Completed letters
are generally available for pick up within 2448 hours.
GW Clerkship Director in the
For example; if you want to do an away
specialty area you are request- surgery clerkship you must have permission
ing to do your away elective.
from the surgery clerkship director. This
Return the signed form to the ensures that our students are steered to proDean’s Office
grams with the most educational value.
Dean’s office
Generally these require a section to be completed by the dean, signed and sealed with
the official school seal. We can generally
complete these within 24-48 hours.
Rice Hall
Employee Health Office in the
hospital Room G1092
Dean’s office
Student Provides this
Photocopy your insurance card
Done 07/01/2014
Done 07/01/2014
Some schools will require that you have this
done at your expense prior to the rotation. If
that is the case, the school can provide information on vendors to have this completed.
Dean’s Office
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International Electives
There are specific and legitimate reasons for some students to study abroad. Students with a strong
interest in differing health administration systems have spent time in countries with different health care
systems. Others have gone abroad because of an interest in Global Health or participation in the Track
Program. Others, usually strong and very independent students, have done a primary care experience in
a third world country. These electives may need to be planned a year in advance.
GW has a number of formal programs and exchanges with various international programs and schools.
For information about the location, timing, and application procedures refer to the Senior Elective
Course Guide, or contact the Office of International Medicine Programs at 994- 2796. Students interested in international electives at non-affiliated sites must obtain permission at least three months in
advance of the elective from the Office of International Medicine Programs. You should submit information including the name and description of the institution, mentor’s CV, a brief description of the rotation
including learning objectives and a letter of support from the site mentor.
Students who have had academic problems should not plan on going abroad. Furthermore, we will not
be able to approve clinical electives for any student in a country in whose language you are not fluent.
It’s hard to take a cardiac history from a German-speaking patient if you speak only English! Finally, we
will not approve an elective simply to give a student a chance to travel.
Military Active Duty Tours
Those of you in the military should make contact with your program office in the Winter of your Junior
year to arrange for active duty tours in the early summer. If at all possible, it will work to your advantage
if you are able to identify the specialty of your ultimate interest, and the hospital in which you are most
interested in working by mid-January of your junior year.
Electives at The National Institutes of Health
Another popular source of electives is the NIH programs. Virtually all of those programs require a commitment of at least eight weeks. Although long electives are usually better than short electives, eight
weeks takes a sizeable chunk out of your fourth year and may complicate subsequent program planning. However the NIH electives are state of the art experiences, and are intellectually highly rewarding.
Please apply directly through NIH.
USMLE STEP II CK & CS Overview
Over the past two years Step-2 CK has become more difficult with the passing score being raised for 203
to 209 as of July 2014. In addition to a higher passing score, more programs are valuing the step-2 CK
score to a higher level. Some programs are now using cut off scores for step-1 as well asstep-2. Consequently it is imperative that you allocate the proper amount of time to study for this Step-2CK. Common
errors that lead to suboptimal scores include:
•Taking less than 4 weeks to prepare for the exam
•Preparing for the exam while doing other activities
•Not taking into account a marginal performance on step-1 in terms of exam preparation time, and
methods used to prepare.
The increasing difficulty of the step-2CK examination has resulted in a nationwide increase in the number of students failing this exam. Failure of any USMLE examination is serious issue that can adversely
affect your chances of successfully matching. Failure of step-2CK though has it’s own unique challenges:
•Step-2CK is focused on clinical knowledge. Consequently some programs feel it is more predictive
of your ability to function as a resident, and they will be less forgiving a step-2CK failure.
•Depending on when you initially scheduled the exam you may will have limited time to study and
retake the exam.
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•If you previously failed step-2CK The majority of middle tier, and virtually all higher tier programs will
want to see a passing step-2CK score, before you are considered for an interview.
You will need to apply very broadly, regardless of your specialty of interest. Applying to between 80100 programs would not be unusual in the case of a step-2 CK failure. This will obviously entail a larger
expense on the part of the applicant and will need to be budgeted for accordingly.
Exam Format
The CK exam will be administered at Prometric Technology Centers throughout the United States. There
are nine centers within a one hour drive of GW, and additional centers throughout the United States. The
CS exam will be given at five regional centers, the closest is Philadelphia.
Scheduling
When you apply for the Step 2 CK examination, you will designate a three month window in which you
would like to take the examination. For CS time window is one year. Once your application has been
processed (about 6 weeks), you will receive certification allowing you to call Prometric or the NBME in
order to schedule a testing date at the center of your choice. Scheduling can be done starting 6 months
before the date of the exam. Please visit www.nbme.org for the most current information on application
procedures, costs, and deadlines. Schedule these exams early! If you wait until the fall of year four you
will have trouble scheduling the exams, particularly CS.
We recommend that you schedule your step-2 CK, and CS no later than March of your third year. Unless
you schedule both components of the exam by 12/31/2015, you will not have time to retake the exams
before graduation in May if you fail. If you have not passed the exams by graduation you will not receive
a diploma. If you don’t receive a diploma at graduation, the University will not issue a diploma until June
30th or later! Consequently you may not be able to start your residency rotation on time.
When to Schedule the exam
More and more residency directors want to see your Step 2 scores BEFORE they put you on their match list
in late January or February. The military programs have historically required that scholarship students sit for
Step 2 by the end of August or September. For the rest of you, there are a number of considerations. First,
many residency programs like to see your Step 2 scores during the residency application process (particularly programs in more competitive training fields; you must have it by September for OB/GYN). Second, if
you performed marginally on Step 1 a good score on Step 2 may help your application significantly.
Our fourth year overview is now complete. In the next few chapters we will discuss advisors, applying
for residencies, and the Match, and then finish with two chapters on the specifics of how to design your
fourth year. These in-between chapters contain important information that may influence your fourth
year plans. I thus suggest you read them first before wrestling with your grand fourth year design. However, if you just can’t bear the suspense, by all means skip ahead!
ADVISORS
Advisors are guides, sources of information, and sources of contact with the “outside” for the remainder
of your stay at GW. Ideally, an advisor should be knowledgeable about the elective programs available
here and elsewhere, knowledgeable about residency programs over the whole country, willing to find
out more about you and your abilities, able to make you feel comfortable and able to get things done!
In the real world, however, no one person can do all these things well. Try to select an advisor that suits
your specific needs best. It is particularly important to select a person with whom you feel comfortable
talking honestly. If your advisor is not well versed in a particular area, seek out other people who are.
Your official advisor may be your main source of advice but don’t let that stop you from filling in the gaps
by talking with many other faculty. Students who have had difficulty with the match have typically not
connected with a good advisor.
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Advisors and Letters of Recommendation
Your advisor is someone you should be able to talk with totally candidly. You should feel comfortable
bringing up your doubts, fears, career decision angst, weaknesses as well as triumphs.
Mechanics of Selecting an Advisor
While you cannot choose an advisor yet, there is great benefit in starting to think about advisors and
meeting with potential advisors early. We will provide you with an updated list of advisors in each department early in the Spring semester. Ask the fourth year students who the really good advisors are!
Talk with as many attendings and consultants as you can. The major reason you are not permitted to
choose an advisor until February is that up to that time they are still very involved with their 4th year advisees. Your advisor will approve your fourth year schedule.
V.
APPLYING FOR RESIDENCY
HOW DO PROGRAMS SELECT HOUSE OFFICERS?
There is little question that program directors look at your performance in medical school as the prime
consideration. Grades, your letters of recommendation, what you say about yourself in your application and/or personal statement, your research experience, your community service, and extracurricular
activities are all important. Many programs look at National Board scores. For most programs, the most
important factor is their assessment of your stability, reliability, and teachability through your academic
record, letters of recommendation, and the interview.
For more information about what factors program directors consider important in considering an applicant you may review the results of the 2014 NRMP Program Director Survey at: http://www.nrmp.org/
match-data/main-residency-match-data/
HOW TO DECIDE WHERE TO APPLY
Types of Hospitals
There are numerous ways of classifying hospitals, none of which is fully accurate. In general the primary
training hospital of a medical center (e.g., the University Hospital at GW) often is very different from one
not related to a medical center. Many of the non-related hospitals are affiliated with medical schools
and may or may not have coordinated training programs. (In our orbit, Holy Cross and the Washington
Hospital Center are affiliates. GW residents rotate through HCH; WHC has its own separate training programs.) There are all sorts of affiliation agreements; however, ranging from a piece of paper saying that
there is an affiliation, to complex agreements allowing the medical school/university hospital to both
rotate students and/or house officers through the affiliate and interchange faculty. The closeness of the
affiliation certainly on the affiliate’s educational priorities and, therefore, its training programs.
If there is a possibility that you will be considering postgraduate training in the form of specialty fellowships, post-doctoral research fellowships, etc., you are usually more likely to be accepted to these
programs if your residency was done in a university-based training program, less likely in an affiliated
hospital, least likely from an unaffiliated program. (There are, however, certainly exceptions to this rule.)
Accordingly, many seniors consider seeking university-based programs as a means of keeping their options open. This fact tends to make these programs more competitive than others.
Another basis for classifying hospitals is the public versus private continuum. While there can be great
educational emphasis in both public and private institutions, the major difference between these is the
degree of responsibility given directly to house officers and the (often inversely related) quality of support services. At private hospitals, the final word is always in the hands of the private physicians who
admitted the patient. At public hospitals, while there is always an attending responsible, care and management decisions are usually considered by the housestaff and then checked and confirmed with the
attending. In these situations, house officers usually feel more responsible for decisions.
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Programs with very strong fellowship programs and programs in hospitals that segregate patients by
specialty (thereby allowing a stronger presence of specialty fellows) tend to keep their early trainees
in less critical roles. Responsibility and opportunity to make decisions is available to trainees at these
hospitals later in their postgraduate training. For some, this is ideal; for others, it is at best an annoyance,
and sometimes a significant hindrance to learning.
Private institutions generally have more of the amenities, whereas public institutions often are more
bare-bones. Your own experiences at places like Holy Cross and Fairfax versus the V.A. Hospital, will likely give you some sense of what I mean.
Location
It will come as no surprise that some areas of the country are considered more desirable than others! Because competition is stiffer in geographically desirable locations, you are more likely to match at a better
quality residency in a less popular location. Also, as increasing numbers of physicians locate in highly
desirable locations, finding jobs in those areas can be difficult. Past studies have shown that 70 percent
of physicians practice within a one-hundred mile radius of the hospital in which they did their last years
of residency training.
If you are interested in doing a residency and settling in a desirable location (e.g., states of California,
Washington, Oregon; cities of New York and Boston), you have a good chance of doing so (our California transplants in particular have been doing well matching to West Coast programs). However, you may
have an even better chance in some of the superb institutions of the South and the mid-West. I urge you
to test the waters.
Duration of Training
Two or three states allow a physician to be licensed to practice after graduation; most require a minimum of one year of postgraduate training. Virtually no U.S. physicians follow these pathways. Most do
at least three years of training. When you match into a complete or categorical residency program, the
program expects that you will complete their entire curriculum. For instance, if you are an applicant to
a pediatrics training program, the program assumes you are applying for year one, but will stay on for
years two and three. NRMP matches you in a legally binding manner for your first year. Unless you and
the program have a major falling-out, you will be offered a contract for Year II, usually around November.
How Do You Know if You Are Competitive?
You need to consider two components: 1) How competitive is the specialty to which I am applying? 2)
How do I stack-up against the other applicants?
There is considerable variation in competitiveness between specialties. A useful technique to assess this
is to look at the percentage of applicants who matched to a specific specialty. The chart in the appendix shows the percentages of U.S. seniors and independent applicants who matched to their preferred
specialty in 2014.
For a comprehensive look at the NRMP match results during 2014 you may review the AAMC publication, Charting Outcomes in the Match: Characteristics of Applicants Who Matched to their Preferred
Specialty in the 2014 NRMP Main Residency Match. This document may be found at: http://www.nrmp.
org/match-data/main-residency-match-data/
Once you are committed to a specialty, how do you evaluate your competitiveness within the field? In
general, advisors’ recommendations and thoughts can give you some sense of your level of competitiveness. The better advisors are pretty good at predicting where students are safe.
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A more general way of assessing competitiveness is to look at the present housestaff of each program.
How many are members of Alpha Omega Alpha, the medical honor society? How many are foreign
trained? How many of our students have been accepted to that program in recent years? How are the
GW alumni, who have worked in that hospital, perceived?
It is entirely reasonable for you to ask your interviewers for feedback about your competitiveness, but be
careful! Avoid suggesting that you are unsure of your own ability to fit in, and don’t seek a commitment!
More importantly, be very wary of what they say: I don’t know how many times students have informed
me that they were shoe-ins based on the interview, only to find that they did not match at those programs later on. The interviewer is just a component of the selection process. Other aspects of your
application will be very carefully considered. Furthermore, many interviewers don’t have the heart to say
sorry, but you just don’t look like you’ll make it here. The flip-side can also be true: A few years ago a senior came back reporting that a Boston program only took students from “prestigious” medical schools.
That program did not fill in the match!
If you happen to do an elective at an outside hospital, evaluate the competence of the interns (and other
fourth-year students). Our students usually come back feeling at least as competent as their peers from
other schools, if not more so. It is of note, however, that many seniors don’t match to programs they felt
comfortable in when they took an elective there.
More Information on Competitiveness – Grouped by Specialty
MEDICINE PROGRAMS
There is a wide range of competitiveness in medicine programs and a large number of good programs available. Larger programs, especially those affiliated with medical centers, are commonly
offering two separate tracks within the Department of Medicine: one for people who plan a subspecialty career in medicine or who at least want some subspecialty training, and the other (by cooperating with other departments) in a more general or primary care program with more experience in
ambulatory internal medicine practice. Many medicine programs also offer a preliminary as well as
a complete categorical program. In the complete program, the expectation is that if you do a reasonable job, you will stay on and complete your three years of training in that program. If you select
a preliminary program, the program makes a commitment to you for only one year. If you do well,
many programs will try to make room for you for the second year. For some of you who have a strong
interest in a particular hospital, you may want to consider applying to both their three-year program,
and, to increase your chances, to their one-year program as well. In outstanding hospitals one-year
programs may not fill, while the 3 year programs almost always fill. Due to recent changes in medicine
and the support for post graduate training some programs are cutting back on preliminary positions,
making these programs more competitive. Medicine programs use the NRMP to match applicants.
PEDIATRICS PROGRAMS
Pediatrics has historically had a low unmatched rate for students. GW graduates have done very well.
Virtually all of our pediatric applicant’s match, if they complete their rank-order form reasonably.
Pediatrics programs use the NRMP to match applicants.
MEDICINE/PEDIATRICS AND OTHER COMBINED PROGRAMS
A growing phenomenon is the emergence of combined programs. The oldest and most common
is Medicine/Pediatrics (a 4 year, double board eligible program). These are of interest to those who
want a broad age spectrum of patients, and who don’t want to do OB and surgery (i.e. family practice). Because all the combination programs are relatively new and small in number, there are only
a few advisors who know much about these options. There are several faculty members in pediatrics who trained at med-peds programs. Otherwise, you will need to talk to one of the deans and
other advisors in individual specialty areas to discuss whether a combined program is right for your
needs. To get more information, you might call a couple of programs and talk with a few residents.
Other combined programs include: Medicine-Emergency Medicine, Medicine- Family Practice,
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Medicine-Neurology, Medicine-PM and R, Medicine-Preventive Medicine, Medicine- Psychiatry,
Pediatrics-Emergency Medicine, Pediatrics-PM and R, Pediatrics- Psychiatry-Child Psychiatry, Psychiatry-Child Psychiatry, Psychiatry-Family Practice, and Psychiatry-Neurology. Most of these combined
programs use the NRMP to match applicants.
FAMILY PRACTICE PROGRAMS
Family practice has been a specialty for many decades. It is a reasonably popular choice for American medical school graduates (about 10% of whom choose FP for their PGY-1 program). The oldest
of the family practice programs are perhaps 35 years old. A general theme in family practice selection seems to be “how do we know that you really want to be a family practitioner?” In the past,
many of our students have felt at a disadvantage answering such questions because we don’t have a
Department of Family Practice. I think it is reasonable to point out to interviewers who ask that sort of
question, that GW was one of the first medical schools to require an ambulatory (primary care) clerkship for all students during the third year when students still have some career flexibility. Many of you
worked with family practitioners while on that rotation. For those who didn’t, many programs would
like to see that an applicant has done a clerkship with a family practitioner or in an established family
practice program. Your advisor or one of the deans should be of assistance in helping you decide if
you want to do a clerkship off-campus. Many of the established family practice programs are becoming traditional: They are increasingly looking more heavily at grades, board scores, and the like. Generally, however, family practice programs place very great emphasis on the kind of person you are,
your aspirations, your experience working in more rural or underserved environments, and where
you intend to practice. The style and “interviewability” of the applicant appear to be very important
to most. Family Medicine programs use the NRMP to match applicants.
PSYCHIATRY PROGRAMS
The percent of U.S. grads matching to psychiatry is usually 3-4%. Our students have always done well
in psych, matching frequently to some of the most desirable training programs. Psychiatry programs
use the NRMP to match applicants.
OBSTETRICS/GYNECOLOGY PROGRAMS
Obstetrics and Gynecology has historically been a moderately to highly competitive field. Our Department of Obstetrics has an aggressive and very successful approach to getting our graduates matched
into good programs. In this department particularly, it is imperative that you keep the department well
informed of your interests. Obstetrics/Gynecology programs use the NRMP to match applicants.
SURGERY AND SURGICAL SUBSPECIALTIES
General surgery is usually a five-year or six year program and has become increasingly more competitive over the past years.
Most of the surgical subspecialty programs allow you to apply via NRMP for Year-1 and automatically
track into your final destination. Other programs require that you find your first one or two years of
general surgical training, but simultaneously (as seniors in medical school) complete applications
for your subspecialty surgical training program as well. A large percentage of orthopedic, urology,
neurosurgery, straight plastics, and ENT programs have joined with the general surgery programs
in their institutions to form a complete program. Matching to such a program will guarantee the first
one or, in some situations, two years of general surgical training prior to the essentially automatic
admission to that department’s surgical specialty training program. Ophthalmology programs almost
always require you to find your preliminary year separately through the NRMP process.
There is an independent (non-NRMP) match that handles the ophthalmology match. The urologists
have yet another match for candidates who intend to start urology training. You can go to the SFMATCH.org (ophthalmology) or the AUA.org (urology) web sites for full information and registration
information about these matches.
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Right now orthopedics, urology, neurosurgery, ophthalmology, otolaryngology and plastic surgery
are VERY competitive. If you are considering one of these specialties you should meet with that department early and realistically assess your chances. Any student who has not done truly outstanding
work thus far must consider some type of back-up plan.
EMERGENCY MEDICINE PROGRAMS
EM programs match via NRMP for either complete (three or four years) or advanced (PGY-2 placement) programs. Review the web site at SAEM.org and click on the “medical student section” for
more information. Your advisor can help you choose among the program options for a best fit. EM is
moderately competitive, so be sure to coordinate carefully with your advisor to maximize your chances of matching.
RADIOLOGY PROGRAMS
Radiology is an average to moderately competitive specialty. In most cases you will have to match to
your preliminary year separately from the Radiology program. Radiology programs use the NRMP to
match applicants.
DERMATOLOGY PROGRAMS
Those of you interested in dermatology will need to match for your PGY2 position and a preliminary
year. Dermatology remains the most highly competitive field, nearly a quarter of all applicants go unmatched to a position each year. Every student interested in dermatology should consider a back-up
plan. Dermatology programs use the NRMP to match applicants.
ANESTHESIOLOGY PROGRAMS
In the past several years, GW students have done extremely well in the anesthesiology match. However, this specialty has become more competitive recently. Most programs require a preliminary/
transitional year before the anesthesiology residency and some programs include this year as part of
the categorical program. You will be applying to both through the NRMP match.
PHYSICAL MEDICINE AND REHABILITATION PROGRAMS
This is a field that is becoming more attractive every year, but GW students have done very well in
this match. PMR programs use the NRMP to match applicants.
Competitiveness; Strategies to Protect Yourself
Competing for residencies in competitive fields is obviously difficult; nonetheless, GW students have
a fine track record: Most of our students in the Military Scholarship programs get their first or second
choice of training site and ‘path’ (e.g. categorical military training, preliminary military training followed
by GMO service, or civilian deferments [deferments tend to be much less predictable, but many of our
students who have requested deferments have been successful]). Our students applying in ‘early’ match
specialties have also done well; although a number of less competitive students fail to match in some
of these specialties almost every year. Overall, from year to year only about 3-6% of GW seniors fail to
match to a residency program.
Those of you applying to the more competitive specialties (orthopedics, otolaryngology, urology, ophthalmology, plastics, neurosurgery, and dermatology) must exercise great caution. In my mind, the first
question you need to ask is “how much do I want this field?” If you are convinced only “x” will satisfy you,
then you absolutely should give it a try. However, if you see attractions in other areas, my suggestion is
that you look at them again, and carefully.
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Students applying to such highly competitive specialties must carefully consider back-up plans regardless of the strength of their academic records. Students with average or weak academic records absolutely must have a firm and rational back-up plan in the event that they go unmatched. Viable back-up
plans include:
• applying to one or more alternative specialties
• applying to preliminary positions in surgery or medicine (although preliminary programs are becoming more competitive especially in medicine)
• taking a year off after graduation and reapplying
• taking a year off between third and fourth year to do research in the specialty area you are considering
All these strategies have advantages and disadvantages, and you should carefully discuss them with
your faculty advisors and with the Deans.
THE APPLICATION PROCESS
Settling on a group of residency programs that you would like to apply to is a complicated but achievable goal. However, it will require a lot of “leg work” on your part. Unfortunately, there is no single
resource that attempts to describe individual residency programs or compare their quality or competitiveness. This will be frustrating to many of you. You will need to access as many resources as possible
to find out about programs. Although many programs sustain their reputations for quality training and
competitiveness from year to year, as you may expect, many programs will fluctuate quite widely in these
characteristics over even relatively short time spans
(For instance, changes in the residency director or other key faculty can raise or lower a residency program’s status very dramatically overnight! In addition, changes in the nature of the hospital(s) or ambulatory training facilities affiliated with each program may affect the quality of the program significantly
[particularly in these days of rapid and unpredictable change in health care].) Consequently, what a
recent graduate or faculty member may “know” about a program could become inaccurate very quickly.
In addition, faculty that have spent a great deal of time at GW (and those who did their residency training more years ago than they would like to admit!) may have very limited insight into the current status
of any particular training program. You will need to ask around quite a bit to find faculty who may be
knowledgeable about residencies outside of the immediate Washington, DC area or their own residency
training program. Here are a few quick tips for identifying residency training programs:
• Pick a specialty (or maybe more than one if you are still deciding!)
• Pick some geographic regions in which you think you might like (or need!) to be.
Warning: Those of you applying to very competitive specialties should not be too picky about
geography; you will need to apply broadly!! Regardless of your specialty choice, very narrow geographic preferences (like “I have to be in Washington, DC”) are extremely risky and are the source
of many of our recent matching failures. Unless you are among the most outstanding members of
the class, you’d better consider more than a single very isolated geographic area. The application
process isn’t the time to be picky. You can always turn down an interview if offered.
• Make a list of potential programs in those geographic areas using FREIDA
• Narrow your list. This is the hardest part, but here are some suggestions:
o How competitive are you as an applicant? (ask your advisor(s), or one of the deans)
o What kind of program do you want (university, university-affiliate, community)?
o What kind of program are you competitive at (the answer to this question may or not be the
same as your answer to the prior question, and will vary by specialty choice!)?
o Visit program web sites for detailed information
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o Check to determine if we have any recent graduates at the programs you are considering (the
dean’s office has lists of where previous graduates have matched)
o Determine if we have any faculty members who trained or served as faculty at any of the programs (this requires you asking around)
o Do an audition rotation at the program (an away elective, usually set up in the spring or summer
of your third year)
THE ELECTRONIC RESIDENCY APPLICATION SERVICE (ERAS)
ERAS is an application service that is run by the Association of American Medical Colleges. Except for
early match programs, virtually all specialties use ERAS.
ERAS makes your life immeasurably easier. Through this system everything related to the application
process is done on-line. Next summer, those of you using the ERAS will receive all the necessary instructions. You will complete your application on-line, and designate letters of recommendation that are to be
sent to programs. The Dean’s Office receives your letters of recommendation and prepares your transcript and your MSPE. We will scan all of these documents into the system which then downloads them
to the programs to which you have applied.
Most residency programs will utilize ERAS, including the military, though you will still need to double
check to make sure that all the programs to which you would like to apply are participating in the electronic system. If you are interested, visit the ERAS web site at: www.aamc.org.
INTERVIEWING
Programs use different strategies to determine who they will interview. Most will require a completed
application including letters of recommendation and the MSPE before considering your application.
Others will make their first round of decisions about interviews based solely on academic performance
gleaned from the transcript. It is to your advantage to submit all documents to ERAS in a timely fashion.
Remember the MSPE is released on October 1st for all students. This includes military students and
those participating in early match programs. This is a nationwide release date set by the American Association of Medical Colleges and no exceptions are permitted.
Since many programs will contact you via E-Mail (through ERAS) you absolutely must check your E-Mail
regularly (every day). I have heard of several students who opened an email with an interview invitation
a mere 2 days late and, when they called the program, found out that all the interview spots were filled
and they were ‘wait-listed’ for an interview. Therefore, you should develop obsessive-compulsive behavior traits regarding E-Mail; you don’t want to miss any interview invitations.
The timing of interviews has grown more complex. The great majority of programs still allow applicants
to call and set the optimal date for their visit. Increasingly, however, programs are identifying specific
days (e.g., every Tuesday or the first Monday of each month, or specific dates) and restrict interviews to
those times. Most interviews will be scheduled in mid to late November, December, January, and the
first week of February. Most military interviews are in August and September and occur while students
are doing their ADT’s. Early matches will interview earlier, sometimes as early as September or October.
By and large, you should not plan on formally interviewing at more than one program per day. For your
preferred programs you may even want to arrive a full day ahead of your interview to get a better sense
of the program (to be particularly sharp and knowledgeable in your interview). Accordingly, I strongly recommend you plan to reserve a full four weeks of vacation time to complete your interviews. For
those of you applying to PGY-2 programs and therefore also having to apply for a preliminary position,
six weeks is not too much time. On occasion, programs will insist that you come on a date when you are
doing a clerkship. In this rare occurrence, our faculty (except for those responsible for the acting internships) is usually quite adaptable. Attempts to do this frequently, however, can cause substantial difficulties. Remember you cannot graduate with incomplete or failing grades on your record.
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Interviews can take many forms: Some programs actually quiz students on their field. A more common
ploy is to ask the student to present a case, and then the interviewer discusses that case and its ramifications with the applicant. Most programs simply try to assess your interest in their program, your apparent
ability to get along with strangers, your general philosophic approach (e.g.. research oriented, primary
care-oriented), etc. Obviously, be yourself, although it is a good idea to have thought about a couple
of cases before embarking on your visits. Remember also, an interview is a two way street-you are interviewing them as well as they, you. Be knowledgeable about their program and have well thought
out questions ready to ask. A list of interviewing tips is attached in the Appendix. The deans for student
affairs are available for mock interviews and we encourage you to take advantage of this.
How to Assess a Program During your Interview
Statistics regarding the number of hospital admissions, the number of outpatient visits, the number of
surgical procedures, etc., can give you a start on assessing the nature of the program before visiting it.
The program’s web site and discussions with residents and advisors will give you additional information.
Virtually all students agree that they derive considerable information from interviewing and visiting a
program and its hospital(s). As usual, the best sources of information about a program are the people in
that program. Seek out a few house officers and ask them about their gripes as well as their pleasures. A
good tack is to try to identify G.W. alumni: In general, they are very helpful and tend to be more willing
to open up and make comparative statements.
Most students are particularly interested in the teaching qualities of the programs that they are considering. A good way to at least get a “snap shot” of the program is to attend a conference, to ask multiple
house officers about the teaching strengths, or to ask to go to residents’ report (if that is not preplanned
as a routine part of your visit).
When touring the hospital with one of its housestaff, you can get some sense of the orientation of the
program by visiting a general ward or ambulatory practice. Another aspect to investigate is the degree
of housestaff responsibility. Is the program intern-oriented, or dominated by upper echelon housestaff?
Who takes primary (not legal) responsibility for patients’ care?
Certainly one of the most commonly used assessment instruments is to ask, “Are the residents happy?”
Visits to the program generally help you assess this. Don’t forget that you will have sampling problems,
so talk with more than one house officer. Finally, very few interns are “happy.” Don’t only ask PGY-1s if
they are happy, but check on PGY-2s and 3s as well.
Each of you must decide what’s important for you. For some, outstanding housestaff and excellent teaching faculty will more than make up for lots of hassles with radiology, laboratory, the nursing staff, and/or
a tough schedule. For others, a reasonably-guided experience in a comfortable place will be sufficient
and productive. Before you convince yourself that you know the answer to this question now, however,
plan on trying to visit a couple of different types of programs: Exposing yourself to your various options
may have considerable impact on your outlook and change your position from the one you expected.
It’s very important to keep detailed information about each program during and after your visit. The appendix has one suggested form that you can use to keep track of important program information. Feel
free to copy this form, adapt it to your needs, or make your own form. Trust me, after your 15th interview;
everything will seem to be a blur if you haven’t kept careful notes about each program and your overall
impressions.
Revisiting a program after the interview for what has been termed a “second look” has become more
popular over the past several years and is recommended by some as an opportunity to show heightened interest and potentially improve your chances of matching. We STRONGLY discourage this practice and encourage you to speak with one of the deans to discuss this if you are considering second
looks. Second looks are costly and unlikely to strengthen your match success.
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SUPPORTING MATERIALS
Letters of Recommendation
Most PGY 1 programs request at least three letters of recommendation, (in addition to your MSPE, see
below). Some departments will prepare a Department Letter for you summarizing all your work in that
department and signed by the chairperson or their designee (or both). A Department Letter usually “counts” as one of your three letters. In general, whether you have a Department Letter or not, it is
usually best that at least one of your letters comes from a GW faculty member in your specialty field of
interest. Your additional letters can come from physicians in your specialty field, though it is usually more
important that the recommender can report close personal experience with your clinical or research
skills than whether or not they are in your specific field of interest. Letters from “senior”, more well-known
faculty are usually preferable, but detailed, believable letters from junior faculty are usually given more
weight than vague, impersonal letters from a Nobel laureate who met you for 30 minutes in their office
one day! Even though they may know you in more detail than faculty, letters from residents and fellows
are worse than useless (program directors may interpret a lack of faculty support as a very strong negative factor!!). Some programs will not limit the number of letters that you can send; but it is usually not
wise to send more than 3 unless the additional letter(s) add something unique and substantive that cannot be gleaned from your “top three” recommenders. Letters from non-GW faculty are certainly acceptable and may be particularly helpful in some fields, but except in unique circumstances no more than
one of your letters should be from outside faculty.
Don’t forget the general rule: When asking individuals for a recommendation, it’s a good idea to ask,
“Do you feel you can write a strong letter of recommendation on my behalf?” This gives the faculty member the opportunity to say, “Gee, maybe you ought to turn elsewhere,” and decreases the chance that
a fairly negative letter will go forth. Also realize that you must keep on top of whether or not the letter
has actually been written and sent. Several students have been surprised by deadlines passing without
letters having been sent. Once you designate letters of recommendation to be sent via ERAS, you can
check the ERAS website to see if the letter has actually been uploaded to the program.
Medical Student Performance Evaluation: The MSPE (Dean’s Letter)
The MSPE is a detailed letter prepared by one of the deans. The letter contains brief narrative information about your personal background, undergraduate institution and experience, any work experiences
prior to medical school, and extracurricular activities during medical school. The bulk of the letter contains detailed evaluative information about your academic performance at GW SMHS. This will include
your performance in all courses during years I and II (basic science and POM) and your clinical performance during the third year clerkships. You will have a chance to review and (within limits) edit your
letter. However, this is a letter of evaluation not recommendation, and therefore it will contain a
balanced description of your strengths and weaknesses (that’s right, I have to tell them your outstanding characteristics along with those areas in which you need to improve). The Dean’s Office
holds ultimate editorial control over the contents of the letter.
At this time you do need to recognize that the formal clerkship evaluations written and submitted to the
Dean’s Office at the end of each clerkship will be the basis for a substantial portion of your MSPE. I trust
all of you have received information on grade challenges (see “Criteria for Evaluation of M.D. Candidates” in the Bulletin). For most of you, the challenging of the grade is not an issue. However, many of
you may be concerned about comments that are made in the narrative summaries. If you disagree with
elements of the narrative evaluation, it is often useful to meet with the clerkship director as soon as possible after its receipt and discuss the evaluation.
Your narratives will also be important for other writers of recommendations, and also for your advisor.
You should consider giving your letter writers a copy of your grades and your clinical narratives to help
them when writing your letter.
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Transcripts
Most programs request transcripts. We handle uploading transcripts for ERAS applications. For nonERAS applications you must deal with Rice Hall (Registrar’s Office) directly. We cannot send them for
you. Those of you who took some medical school courses elsewhere (for example, transfers from U.S.
schools), should request these additional transcripts be sent directly to the dean’s office to be uploaded
to ERAS or sent directly if you are using a non-ERAS application.
Board Scores
Some programs may request official reports of your board scores. You must obtain these directly from
the National Board of Medical Examiners (NBME); we cannot send a copy from the Dean’s Office. (ERAS
users benefit from a direct link between ERAS and NBME allowing direct transfer of scores to programs).
VI.
THE MATCH
The vast majority of positions for graduate medical training are filled using one of four matching programs.
• Most students will apply using ERAS and match to a residency using the National Resident Matching Program (NRMP).
• Military students will apply using ERAS and match to a residency using the special Military Match
System. (Note that all military students must register for the NRMP and apply to civilian programs in
case you are deferred to a civilian residency.)
• Students interested in Ophthalmology will apply to a PGY-2 residency position in Ophthalmology
using the Centralized Application Service (CAS) and match to residency using the Ophthalmology
Matching Program of the San Francisco Match. Note that all students applying to ophthalmology
will also use ERAS to apply for a preliminary (PGY-1) position and the NRMP to match to a preliminary position.
• Generally, students interested in Urology will apply using ERAS (some programs don’t use ERAS
and you will need to contact them directly) and match to residency using the American Urological
Association Match. Note that you may also need to register for the NRMP match for the general
training which is required prior to beginning urological training (for a small number of programs).
After reading the above information, it is obvious that all students will need to register for the NRMP. The
following NRMP information is therefore applicable to all students.
THE NATIONAL RESIDENCY MATCHING PROGRAM
The National Residency Matching Program was developed in the 1950’s to try to bring order into what
was then an absolutely chaotic system. It has succeeded magnificently, and seems to be getting better
organized and stronger. Virtually all U.S. medical school graduates who are seeking postgraduate training participate in the NRMP. Perhaps 90 percent of residency programs participate. Signing the agreement form for participating in the NRMP makes explicit (legally binding) that: 1) the hospital will accept
the student who matches to its program, and 2) the student will accept the program to which he/she is
matched (i.e., neither of you can change your minds after the Match), for the PGY1 year.
Essentially, the NRMP sets a timetable for students and program directors to evaluate and then rank
order each other. Students submit a rank order list (ROL) of the programs to which they are applying;
program directors rank order all the applicants to their programs. A computer algorithm matches you to
that hospital which is highest on your list and which has ranked you highly as well. The matching program allows students to list their hospitals in priority order. If your first five choices are very competitive
and ultimately have no position for you, but your sixth hospital has you highly ranked, there is no less
chance of your matching to that sixth hospital if it is in the sixth position, or the first or, in fact, the 15th.
Please keep this fact in mind: A number of students (and advisors) around matching time fear that highly
ranking their out of range choices will have a negative impact on the other programs on their list. This is
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a misconception. How many programs you rank depends upon the competitiveness of the programs to
which you are applying.
As a general rule, most students should rank all acceptable programs at which they interviewed. You
should apply to enough programs at the right level of competitiveness to garner 8-15 interviews. For
some of you this is 8-15 programs, for some 50-60. It is very rare for a student with 10 programs on their
final ROL to go unmatched. In general, list every program at which you interviewed unless you think you
would prefer not matching to attending that program.
The independent matches (San Francisco Matching Program and the American Urologic Association
Matching Program) will again match most programs in ophthalmology and urology. Information about
these programs is found at SFMATCH.org or AUA.org.
TYPES OF PROGRAMS There are three types of first-year programs: categorical, preliminary and transitional (flexible) programs.
• Categorical programs are full and complete training programs in a specialty, e.g.. medicine, general surgery, orthopaedics. While you match through NRMP for the first year, the assumption is you
will be continuing and completing the specialty program in that hospital.
• Preliminary programs exist in medicine and surgery and are one year in duration. While this preliminary year is usually identical to that hospital’s “categorical” program, the program is not committed
to you beyond your first year of training. These programs are typically selected by people going
into another kind of program after the first year. e.g., urology, dermatology, ophthalmology, or radiology. Sometimes they are chosen by people who have not yet made a final career decision. They
tend to be good places to learn general skills applicable to many fields.
• Transitional programs are the so-called “rotating” internships. They usually consist of a year that
allows a student to spend a few months in most major departments of the hospital and are not a
part of a complete residency. Only a small portion (if any) of the transitional program year can subsequently be applied to meet a specialty board’s requirements. Thus, if you subsequently decide to
go into medicine, it may take you a year longer (than someone who began in medicine) to complete the program.
ALTERNATIVE MATCHING POSSIBILITIES IN THE NRMP
Ninety-five percent of you will use the common and straightforward system for matching: You seek a full
time, one year program via NRMP; you submit your rank order of desired programs. However, there are
a couple of other alternatives, noted here in decreasing order of use:
• Couples (no legal definitions are used) can fill out a couples rank order form that links the choices
of two people. The computer tries to match the couple to their highest pair of programs and thereby allows people who want to be together to organize their rank order lists (ROLs) in tandem.
• Another available option through NRMP is for two people to be identified under one NRMP student
number.
◊ This pre-formed pair would apply to all programs and implies that the two students would
share equally in one program. In the first year, both members of the pair would get six months
of credit and do their internship over a two-year period. Please see me for further information.
If any of you are interested in the couples or pair matches, please contact one of the dean’s to discuss
these options in detail.
THE MILITARY MATCH
Students in the Military HPSP programs (Navy, Army, and Air Force) have three potential pathways in the
Military Matching Program. You can match to a categorical (straight) program at one of the Military Consortium Hospitals, or; to a preliminary or transitional military internship, followed by a tour of duty as a
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General Medical Officer (GMO), or; receive a deferral to match to a civilian residency program. You owe
the military a year for each year of your scholarship. Residency training in the military does not count
towards your pay-back. However, years spent as a GMO or as a board eligible/certified physician (after
residency) do count towards your scholarship pay- back.
Deciding which of these pathways to request can be complicated. The military training programs are very
good, and students applying in fields that are highly competitive in the civilian world may find it easier
to match to such fields in the military. In addition, scholarship students who complete GMO duties in the
military are given high priority for military residency positions, thus offering another avenue to enter competitive training programs that you may not be able to enter in the civilian match. Requesting a deferral
to civilian residency training offers the advantage of many more programs to which you can apply in a
wider geographic area. However, the number of deferrals can vary dramatically from year to year. In other
words, you can request deferral in order to train in a civilian program, but you may not get it.
Unfortunately, every year the military elects to defer one or more students who did not request a deferment. Needless to say, this can be problematic. Therefore, every military scholarship student must
register with the NRMP and apply to some civilian programs so that they are positioned to interview at
and match to a civilian program if they get “bad” news from the military in mid- December. You can put
off interviews until after you hear from the military and withdraw applications if you match within the
military, but you can’t wait till mid-December to apply to programs.
All of the military services want student application forms completed by August. They tend to make
selections in November and announce their decisions in mid-December. In the past, our students have
done extremely well in the military match. Indeed, many students get their first choices. This likely relates
to the military’s confidence in GW graduates, and also to their resident selection process. It is important
to recognize that this selection process is very different from that used in the civilian area. Military programs don’t participate in the NRMP. In the military, who you know and who knows you is very important.
Because of this, most of you are planning to spend an early period (between July and October) in electives at military programs. If you do a clerkship and haven’t met the Department Chairperson, ask your
attending to introduce you. If your ADT clerkship is not with the department to which you are applying
for residency, make an appointment and meet the senior members of that department. Also, many of
the military docs know their peers at other military hospitals. It is reasonable to ask them to call a friend
at another program and put in a “good word” for you. Finally, it is wise for you to interview at a few of the
hospitals where you won’t have done an ADT. They need to see you!
Dr. Fred Lough (rangr70@aol.com) is the GW Director of Military Student Affairs and is available to counsel students regarding the Health Professionals Scholarship Program and residency matching.
VII.SPECIFICS OF PLANNING YOUR FOURTH YEAR
Now that we have discussed advisor, career, residency, and match issues, you have much of the background needed to put together the best possible 4th year schedule for you. To maximize your chance
of getting your ideal 4th year schedule (yet ensure that everyone gets a fair chance at the most popular
electives), we utilize a computer matching system. Before going on, let me reiterate one philosophical
concern. In your 4th year, the faculty wants you to have a strong general medical education. Remember,
there is a twelve week limit on sub-specialty experiences.
There are four steps to producing a schedule:
1. Information Gathering
Study the directory of GW electives; evaluations of electives by students from the graduating class
are available to review in the dean’s office.
2. Consultation with Your Advisor
Meet with your advisor to discuss your schedule choices.
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3. Computer Matching
Enter your schedule choices into the computer; the computer will then generate a tentative schedule. You will be notified in the spring when the matching site opens.
To access the computer matching program, to select your fourth year schedule preferences: Go
to: https://jboss.gwumc.edu/SmhsDashboard/ and use the ID and Password that is used to access
grades via the Web. Then follow the screen instructions.
4. Consultation with the Dean
Each student will meet individually with one of the deans to review and revise your schedule. Students will be selected in a random fashion and notified by email of the date and time of your meeting. You can modify your schedule further later on if you choose.
SPECIFIC SCHEDULING ISSUES
Vacation Time: We assume virtually all of you will request to take weeks 1, 26, and 27 as vacation,
and therefore will have ten additional weeks of vacation for a total of thirteen weeks. You can request
as much of this vacation as desired. You, however, must select a minimum of four weeks for vacation.
(These four weeks can include weeks 1, 26, 27 and at least one other week. I would also recommend using vacation time for interviewing. You can sign-up for vacation in 1 or more week blocks. These may be
consecutive or not. (Most of you will want at least 2-4 weeks of vacation to prepare for Step 2 CK & CS).
Interviewing Time: In the past few years students seemed to have had a fair amount of trouble doing
all the last minute arranging, scheduling, and interviewing with in four weeks. I believe six weeks is now
a better estimate for many of you. A rough guideline to follow is to allow three interviews per week. The
safest course of action is to set aside six weeks for interviewing and then cut back if necessary! The best
times are late November, December, January, and in certain cases, the first two weeks in February (except for the early matches, October and November are best). Consult your advisor regarding when you
should schedule your vacations for interviewing.
Students on military scholarships should also leave time for civilian interviewing in the event that their
service defers them. Most of the services inform their students of the military match results by mid-December. Accordingly, sometime (at least two weeks) in December or January should be set aside in
case you need to interview for civilian programs. If you don’t need to interview you can always add a
course.
Away Electives: As soon as you receive acceptance to do an away elective and a detailed description
from the away elective, you will need to obtain approval to take the elective from the appropriate GW
department and from the Dean’s Office. Please note that before you start the elective, the Dean’s Office
must have a form stating your schedule, location of the elective, course title, preceptors name, and the
approval signature of a GW departmental course director. You will be covered by the GW malpractice insurance policy only when you are taking an approved elective off-campus. In order to be covered by this
insurance, however, the elective must be approved by the departmental designee, and the deans office,
and a copy of the approval form be present in your folder prior to the beginning of the course. Failure
to meet these requirements could result in canceling the course and will be grounds for disapproving all
subsequent off-campus electives.
Third Year Courses: Some of you have third-year work to complete. As a fourth year, you will have rotation priority, but NO site priority. Anyone taking a third-year course who has had any academic problem
during the third year must complete the requirement prior to January 1 of the 4th year. Those who split
a third year clerkship must complete the remaining 4weeks of that clerkship by the end of February.
Advanced Electives: (Also referred to as Acting Internships in the specialty of your choice. These are
not to be confused with the Acting Internship requirement in Medicine or Pediatrics)
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Most students will want to do an advanced elective in the specialty they are interested in. For some
specialties these must be scheduled in advance, directly with the department, If you are interested in careers in one of the specialties below, you must contact the clerkship coordinator in mid-March to reserve
a space for your advanced elective early during your senior year. Use the “390” course code in your
schedule to hold a space until you meet with one of the deans. For instance, if you have arranged with
the Department of Orthopedics to do an advanced elective during weeks 6-9, you would enter the code
ORTH 390 during weeks 6-9. If it is an Anesthesia advanced elective, you would enter the code ANES
390. At your individual meeting with the dean, the 390 course code will be changed to reflect the actual
course that you have reserved with the department.
Anesthesia and Emergency Medicine
Although there are enough positions in these two courses to accommodate all seniors spread across
the year, there tend to be certain times when “everybody” or “nobody” wants to take them. Both
courses are required. Use anes390 or emed390 to reserve the space that you have scheduled with
the department.
Orthopedics
The orthopedics advanced elective is a one-month preceptorship that virtually all students considering orthopedics as a career select. The department must operate an unusual schedule. They therefore require that any student interested in a one-month preceptorship contact Ms. Ann Bond at 202
741-3311 by mid-March to schedule the rotation. Hold a space in your schedule using orth390.
Surgery Acting Internships
The surgery department also schedules acting internships (done by all students considering surgery
as a career option) by “negotiation” between the department and interested students. Contact the
surgery coordinator in early to mid-March in order to schedule the acting internships. Use surg390 to
hold your reserved space until you meet with the Deans to finalize your schedule.
Ophthalmology
Students interested in ophthalmology should contact the department coordinator in March to schedule elective time early in the year. Hold a space in your schedule using opht390.
Dermatology
Students interested in Dermatology should contact the dermatology coordinator in March to schedule electives. We will block Dermatology through October for students interested in this field. Use
DERM390 to hold the relevant spot in your schedule.
Radiology
Students interested in Radiology should contact the department coordinator in March to schedule
electives. You can reserve a space in your schedule using rad390.
MD-MPH PROGRAM
Students participating in this program need to put all their required courses in the first semester
so the second semester will be free for MPH studies. As stated before to students in this program, any
student with significant academic problems or deficiencies to be completed during the fourth year may
not be allowed to continue in this track.
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Appendix A
Fourth Year Calendar 2015-2016
Week 1
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Assumed Vacation
June 27 – July 5, 2015
Week 2
Week 3 Week 4 Week 5 6 July – 12 July 2015
13 July – 19 July 2015
20 July – 26 July 2015
27 July – 2 August 2015
Week 6 Week 7 Week 8 Week 9 3 August – 9 August 2015
10 August – 16 August 2015
17 August – 23 August 2015
24 August – 30 August 2015
Week 10 Week 11 Week 12 Week 13 31 August – 6 September 2015
7 September – 13 September 2015
14 September – 20 September 2015
21 September – 27 September 2015
Week 14 Week 15 Week 16 Week 17 28 September – 4 October 2015
5 October – 11 October 2015
12 October – 18 October 2015
19 October – 25 October 2015
Week 18 Week 19 Week 20 Week 21 26 October – 1 November 2015
2 November – 8 November 2015
9 November – 15 November 2015
16 November – 22 November 2015
Week 22 Week 23 Week 24 Week 25 23 November – 29 November 2015
30 November – 6 December 2015
7 December – 13 December 2015
14 December – 20 December 2015
Week 26 Week 27 21 December – 27 December 2015
28 December 2015 – 3 January 2016
Week 28 Week 29 Week 30 Week 31 4 January – 10 January 2016
11 January – 17 January 2016
18 January – 24 January 2016
25 January – 31 January 2016
Week 32 Week 33 Week 34 Week 35 1 February – 7 February 2016
8 February – 14 February 2016
15 February – 21 February 2016
22 February – 28 February 2016
Week 36 Week 37 Week 38 Week 39 29 February – 6 March 2016
7 March – 13 March 2016
14 March – 20 March 2016
21 March – 27 March 2016
Required Senior POM Course Required Senior POM Course Required Senior POM Course Required Senior POM Course Week 40 Week 41 Week 42 Week 43 28 March – 3 April 2016
4 April – 10 April 2016
11 April – 17 April 2016
18 April – 24 April 2016
Week 44 Week 45 25 April –1 May 2016
2 May – 8 May 2016
Graduation 15 May 2016
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Appendix B
INTERVIEW TIPS FOR THE RESIDENCY PROCESS
(These tips are largely ‘borrowed’ from Robert Bing-You, M.D., a program director at Maine Medical Center, with my personal additions)
Advance Planning:
• Always carry several copies of all your application materials (copies of ERAS or CAS applications,
CV, personal statement, etc.)
• Know your CV, personal statement, and MSPE thoroughly. You will be asked questions about things
that appear in these documents.
• Try to find out from the interview coordinator as much detail about the interview day as you can
(when to arrive; who you will meet with; opportunities to meet with residents, tour facilities, attend
conferences, etc.; are there ‘informal’ parts of the interview process such as dinner with residents)
• Try to find out as much about the program as you can.
o Who are key faculty (program director, etc.) and what are their interests/specialty/research (can
try a literature search by their name to find out their research interests or other published work).
o Contact friends or previous GW grads who are familiar with the program (I have a database of
match results for the past 4 years that can help you identify a GW grad at a particular program if
we have one).
o Read every scrap of literature about the program (brochures, web-sites, etc.).
• Prepare a series of questions to ask during your interviews (it’s very poor form to get to the end
of an interview and have no questions for the interviewer!!). Ask faculty about big program issues
(curriculum, conferences, research, teaching, special opportunities, program/institution stability,
where previous residents completing the program have gone for practice/fellowships, etc.). Ask
residents about the nitty- gritty details (schedule, perks, morale, ancillary support, teaching quality
of the faculty, life outside the residency) and the big issues (see my proposed residency checklist at
the end of the Guide to the Fourth Year for a comprehensive list of critical program characteristics
of interest).
• Be prepared to present/discuss an interesting clinical case (it’s best to pick one in the area of your
specialty interest.)
• Be prepared to answer the following types of questions:
o What do you want to do after residency (practice, fellowship, teach)? Don’t ever lie. If you are
unsure, just be honest. However, there are a few no-no’s. If you are interviewing at a primary
care program don’t say you want to be a cardiologist! If you are interviewing at a top research
program that expects academic productivity from the residents, at least express some interest
in research!
o What are your strengths and weaknesses?
o Why are you applying to that particular program?
o Describe important/influential/moving experiences in your career so far?
o Describe your research (you’d better know it cold!)?
o Why should they want you?!
For goodness sake, cancel or reschedule interviews well in advance if you can’t make it.
Even if you don’t want to go to that program, one of your GW classmates or a future grad may want to,
so don’t sour the program on GW by being rude or thoughtless.
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The Interview Day:
• Get there early!! Go to the bathroom. Eat something so you don’t pass out. Avoid too much coffee/
soda/water in case you have a long interview or few breaks!
• Look sharp. Dress conservatively. Bring some casual clothes as well in case there are opportunities
to meet with residents or faculty after hours.
• Treat everybody from the janitor to the program director as if they are your best friend.
Assume that everybody could have impact on your ranking at the program. Don’t ever get on the
wrong side of an interview coordinator, program administrator, or program director; it’s the kiss of
death to your application.
• Take any/every opportunity to meet with residents, tour the facility, go to conferences, etc. Don’t
schedule your arrivals and departures so tightly that you have to bail out on important parts of the
interview day. You may miss important details and you may give the impression of disinterest in the
program.
• Consider taking your spouse/significant other if living conditions/geography are important issues.
Leave your parents at home, please, you’re a grown-up now.
• Be prepared to ask these key issues:
o What was the result of the program’s last RRC (Residency Review Committee) site visit?
Was the program fully accredited, cited for any deficiencies, or put on probation (they must tell
you this information if you ask)?
o How is the academic medical center/hospital doing? Is it losing money? If so, what is being
done about it? Is key faculty leaving/coming?
• Talk to other students who are interviewing with you. What do they know about the program/other
programs that you may interview at? The grapevine can be very valuable.
• If you are unfamiliar with the town/city, you may want to plan some extra time to tour about and see
if you like it.
After the Interview:
• Take names and write thank you notes to all interviewers. It’s tedious, but it can make a big difference. If you really like the program, tell them. You need not/should not commit yourself to any
particular ranking of a program, although it’s fair to say, “I plan to rank your program highly.”
• Get names of residents/and or faculty who may be willing to talk to you later if you think of other
questions or want a second opportunity to talk about the program.
• Don’t ever believe anything that a program director tells you (this is advice from a program director!!)! Programs are not supposed to tell you specifics about where they plan to rank you, though
they too can say things like, “We plan to rank you highly.” They will tell you all kinds of things; just
nod and smile and thank them. If they pressure you inappropriately about how you are going
to rank them, just tell them whatever you are comfortable with, but remember you don’t have to
adhere to what you say! Remember, it is to your advantage to rank programs in your exact order
of preference, regardless of how likely you think it is that you will get into any individual program.
Likewise, it is to the program director’s advantage to rank all applicants in the exact order of their
preference for you. The match guarantees you that you will not match to a lower program on your
list, unless all positions at higher programs are already filled by higher ranked candidates. Therefore, the length of your match list has no influence on where you match. In fact, statistical analyses
prove only one thing: the shorter your match list, the more likely you are to go unmatched!
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Appendix C
RESIDENCY PROGRAM EVALUATION
Suggested program evaluation form that you can use to keep track of key information regarding residency programs at which you interview. Feel free to add your own personal criteria as you see fit.
place program sticker here
1. Type of Program: university university-affiliated community
2. Number of Residents: _________________________________
3. Quality of Residents: outstanding bright solid questionable
4. Resident Morale: very happy happy satisfied unhappy
5. Quality of Teaching: outstanding very good good poor
6. Quality of Faculty: outstanding very good good poor
7. Quality of Resident Report: outstanding very good good poor NA
8. Quality of Teaching Conferences: outstanding very good good poor
9. Quality of Library Facilities: outstanding very good good poor
10. Quality of Informatics Resources: outstanding very good good poor
INPATIENT EXPERIENCES:
1. Number of months of inpatient experience each year ______________________________________
2. Frequency of call _______________________________________________________________________
3. Number of patients admitted per call day _________________________________________________
4. Size of teams___________________________________________________________________________
5. Quality of supervision___________________________________________________________________
6. Availability of “cutting edge” technology__________________________________________________
7. Variety of patient conditions_____________________________________________________________
8. Opportunity for learning/performing procedures___________________________________________
9. Quality of facilities ______________________________________________________________________
10. Quality of conferences/morning/intern report_____________________________________________
11. Quality of ancillary services (phlebotomy, iv team, etc.) _____________________________________
12. Quality of social services/discharge planning______________________________________________
13. Quality of call rooms____________________________________________________________________
14. Availability of food_____________________________________________________________________
AMBULATORY EXPERIENCES:
1. Number of months of ambulatory experiences or frequency of clinic practice _________________
2. Number of patient encounters per session ________________________________________________
3. Quality of facilities ______________________________________________________________________
4. Quality of supervision/teaching __________________________________________________________
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5. Quality of ancillary services/social services ________________________________________________
6. Variety of patients/conditions ____________________________________________________________
7. Opportunity to learn/perform office procedures ___________________________________________
8. Quality of teaching conferences _________________________________________________________
9. Continuity of care ______________________________________________________________________
SPECIAL EDUCATIONAL OPPORTUNITIES:
1. Number of elective opportunities ________________________________________________________
2. Variety of elective opportunities __________________________________________________________
3. Availability of research opportunities _____________________________________________________
4. Availability of teaching opportunities _____________________________________________________
5. Availability of community service opportunities ____________________________________________
6. Availability of special skills training (teaching, research, practice management, etc.) ___________
RESIDENCY OUTCOMES:
1. Where do residents go(%): private practice _______fellowship _______research _______teaching 2. How many residents who start program finish program _______
3. How easy is it for graduates to get jobs: _______local area _______anywhere
4. Quality of lcal job opportunities: _______outstanding _______very good _______good poor
MISCELLANEOUS:
1. Quality of living conditions within reasonable commute ____________________________________
2. Expense of living conditions within reasonable commute ___________________________________
3. Quality of commute to work _____________________________________________________________
4. Extracurricular opportunities:
• cultural _____________________________________________________________________________
• sports ______________________________________________________________________________
• outdoors ____________________________________________________________________________
GUT CHECK
____ Outstanding _____Program _______Great Program_____ Good Program
____ Satisfactory Program_____________Would rather not match than come here.
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Appendix D
TIPS FOR CAREER SELECTION DURING YEAR III
Larrie Greenberg, M.D.; W. Scott Schroth, M.D., M.P.H.
OVERVIEW:
One of the most important tasks of third year is to begin the process of choosing a specialty. Although
many of you came to medical school with an idea of what sort of physician you would like to be, studies
show that three-quarters of you will ultimately pick a different specialty by the time you reach your senior
year. Firming up your original ideas or finding a new specialty that perhaps you weren’t considering
before are processes that occur most commonly during the third year and the early part of fourth year.
Don’t leave your specialty choice decision, which will determine your activities and career satisfaction
for the next 40 years, to serendipity or chance. Unless you carefully assess all the options beginning on
day one of your third year, you may arrive at the fall of your senior year without a good feeling for your
career choice or, almost as bad, a career selection based on incomplete and misleading information and
perceptions! Be vigilant, and utilize the “tips” below as you work on this critical decision.
TIPS FOR CAREER SELECTION:
• Enter each clerkship with an open mind. Try to leave your preconceptions behind (they may be
inaccurate!).
• Enter each clerkship as if it might be the career for you. Imagine yourself practicing in that specialty
field during the time that you are on the clerkship.
• Try not to be over-influenced by “positive” or “negative” experiences with individual faculty members or residents. Focus on the intellectual content of the specialty, the types of patients, the sorts
of activities, and the “life” of the attending physicians. Are these the sorts of things that you like?
• Remember, attending physicians, particularly those at an academic medical center, may have careers that differ substantially from physicians in the community. Try to get a feel for both settings.
Most clerkships will expose you to both academic medicine and community medicine. Pay attention!
• Remember, you will only be a resident for a few years. It’s generally not a good idea to be too heavily influenced by your observations of residency. Yes, you have to make it through a residency, but
that is usually only a relatively brief period compared to the rest of your medical career! Even the
“toughest” residencies are “fun” if you really love the specialty you are training in!
• Keep track of your perceptions during the year. Use the Careers in Medicine website to track your
ideas and investigate specialties throughout the year (aamc.org/students/cim)
• There are a number of “smaller” specialties that you may not directly experience during your third
year (for instance, some surgical specialties, anesthesiology, emergency medicine, radiology, etc.).
However, you will be spending a great deal of time in the emergency room, the operating room,
radiology, and pathology. Pay attention to what is going on. Observe the attendings and residents
in these fields. If your patients go to specialty clinics for referrals or are seen by other specialists
during a hospital stay, go observe what happens when they are evaluated or treated by these specialists. There are literally hundreds of opportunities to see other fields during your third year if you
just pay attention and take advantage of them when they arise.
• Talk to everybody you meet about their careers. What do they do? How do they like it?
What are the strengths and weaknesses of the career? What are the career opportunities like? How
is the job market? Don’t be shy!
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Appendix E
Table 14
The 2014 Match results for U.S. seniors (“U.S.”) and independent applicants (“IA”) who ranked each specialty as their
only choice can be found in Table 14 and Figure 6. Prior to 2012, Table 14 and Figure 6 reported Match results by
specialty groups that included the combined specialties. For example, Internal Medicine included Internal Medicine
and combined specialties such as Internal Medicine-Pediatrics. In this report, results are aggregated by specialty
instead of specialty group. Preliminary positions also are reported separately.
Larger percentages of U.S. seniors than independent applicants ranked as their only choice Emergency Medicine,
Orthopedic Surgery, Obstetrics and Gynecology, and Pediatrics. Larger percentages of independent applicants chose
Family Medicine, Internal Medicine, and Psychiatry.
For all specialties, a larger percentage of independent applicants failed to match when compared to U.S. seniors
(Figure 6). The higher proportions of unmatched U.S. seniors and independent applicants in such specialties as
Neurological Surgery, Orthopedic Surgery, Otolaryngology, Dermatology, Physical Medicine and Rehabilitation,
Plastic Surgery, Radiation Oncology and Surgery reflect the fact that there are significantly more applicants interested
in those specialties than there are available positions. That disparity also is reflected in the high fill rates (Table 1) for
those specialties.
Table 14
Match Results for U.S. Seniors and Independent Applicants
Who Ranked Each Specialty as Their Only Choice, 2014
Matched
Specialty
U.S.
Unmatched
% of All Matched
Applicants
Total
IA
U.S.
IA
U.S.
IA
U.S.
Percent
Unmatched
IA
U.S.
IA
Anesthesiology
Child Neurology
Dermatology
Emergency Medicine
Family Medicine
753
52
80
1,251
1,241
312
23
41
272
990
15
3
8
44
40
121
3
64
114
869
768
55
88
1,295
1,281
433
26
105
386
1,859
5.6
0.4
0.6
9.3
9.2
4.9
0.4
0.6
4.3
15.7
2.0
5.5
9.1
3.4
3.1
27.9
11.5
61.0
29.5
46.7
Internal Medicine
Internal Medicine (Prelim)
Internal Medicine/Emergency
Medicine
Internal Medicine/Pediatrics
Neurological Surgery
3,120 2,312
63
13
0
0
63
6
0
1,635
36
0
3,183
69
0
3,947
49
0
23.2
0.5
0.0
36.6
0.2
0.0
2.0
8.7
0.0
41.4
73.5
0.0
Neurology
Obstetrics and Gynecology
Obstetrics and Gynecology (Prelim)
Orthopaedic Surgery
Otolaryngology
Pathology-Anatomic and Clinical
Pediatrics
Pediatrics (Prelim)
Physical Medicine and
Rehabilitation
Plastic Surgery
Psychiatry
Radiation Oncology
Radiology-Diagnostic
Surgery-General
Surgery-General (Prelim)
Thoracic Surgery
Vascular Surgery
TOTAL *
208
177
25
12
1
38
14
36
209
215
39
48
1.5
1.3
0.4
0.2
0.5
17.7
35.9
75.0
295
877
0
598
243
126
202
1
24
10
8
67
0
123
52
92
158
1
71
14
303
944
0
721
295
218
360
2
95
24
2.2
6.5
0.0
4.5
1.8
2.0
3.2
0.0
0.4
0.2
2.6
7.1
0.0
17.1
17.6
42.2
43.9
50.0
74.7
58.3
250
1,772
0
120
221
692
1
131
5
54
0
14
140
379
0
102
255
1,826
0
134
361
1,071
1
233
1.9
13.2
0.0
0.9
3.5
10.9
0.0
2.1
2.0
3.0
0.0
10.4
38.8
35.4
0.0
43.8
67
7
14
4
81
11
0.5
0.1
17.3
36.4
622
78
497
718
301
480
7
190
148
66
23
5
5
68
5
479
8
65
206
53
645
83
502
786
306
959
15
255
354
119
4.6
0.6
3.7
5.3
2.2
7.6
0.1
3.0
2.3
1.0
3.6
6.0
1.0
8.7
1.6
49.9
53.3
25.5
58.2
44.5
0
12
3
3
0
0
12
8
0
12
15
11
0.0
0.1
0.0
0.0
0.0
0.0
80.0
72.7
13,422 6,325
663
4,717
14,085
11,042
100.0
100.0
4.7
42.7
Note: Specialties with fewer than 20 total positions are not displayed on this table.
* The TOTAL row includes all specialties.
Results and Data 2014 Main Residency Match®
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Appendix F (Taken from Careers in Medicine)
Figure 6
Percentages of Unmatched U.S. Seniors and Independent Applicants
Who Ranked Each Specialty as Their Only Choice, 2014
Dermatology
37.3%
9.1%
Internal Medicine (Prelim)
8.7%
Physical Medicine and Rehabilitation
Neurological Surgery
17.1%
Orthopaedic Surgery
Otolaryngology
20.7%
17.6%
Plastic Surgery
19.6%
17.3%
6.0%
3.4%
Radiology‐Diagnostic
1.0%
Internal Medicine/Pediatrics
0%
Total Unmatched
43.9%
35.4%
44.5%
13.3%
53.3%
27.9%
9.4%
29.5%
9.2%
7.4%
5.5%
11.5%
6.0%
0.5%
Child Neurology
42.2 %
11.3%
2.0%
Emergency Medicine
36.4%
13.6%
1.6%
Anesthesiology
58.3%
14.9%
3.0%
Radiation Oncology
38.8%
17.3%
7.1%
Surgery‐General (Prelim)
74.7%
19.2%
2.6%
Pediatrics
41.4%
23.8%
23.5%
2.0%
Obstetrics and Gynecology
58.2%
23.8%
2.0%
Neurology
75.0%
24.0%
8.7%
Pathology‐Anatomic and Clinical
46.7%
28.1%
17.7%
Internal Medicine
49.9%
28.9%
3.1%
Surgery‐General
43.8%
31.3%
3.6%
Family Medicine
73.5%
31.6%
10.4%
Psychiatry
61.0%
35.6%
10%
20%
25.5%
35.9%
30%
Unmatched U.S. Seniors
40%
50%
60%
70%
80%
Unmatched Independent Applicants
Note: Specialties with fewer than 20 matched applicants are excluded from this figure (see Table 14).
Results and Data 2014 Main Residency Match®
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34
Writing a Curriculum Vitae (CV)
The first of many supporting documents you will want for the residency application process is a curriculum vitae (CV). A CV is concise summary of relevant information about your background and accomplishments, particularly relating to your academic and work experience. Since much of the application
process is electronic, the use of a CV to apply to programs is limited. While you may not need to send a
separate CV with your applications, it is helpful to have one prepared anyway. Most of the information
you include on a CV will also be required for the different residency applications - having it all in one
place on a CV will make writing your application and personal statement easier. Your school may also
request a CV to aid in the preparation of your Medical School Performance Evaluation (MSPE). Lastly, you
should provide a CV to faculty members who will write your letters of recommendation.
Creating a CV takes time, but it is a tool you will use throughout your professional life. You’ll need to
present complete but succinct information that will provide an overview of your qualifications. A CV is
a living document that represents you -- properly constructed and with periodic updates, the CV you
develop now can be used throughout your career.
CV COMPONENTS
When considering information to include in your CV, ask yourself
• Does this help? Will this piece of information help select me for a residency interview?
• If I were reading this for the first time and without knowledge of myself as an applicant, would this
information be useful?
If you answer “no” to either of these questions, leave the information out. If you’re unsure, consult your
advisor and/or a specialty contact for advice. The basic categories that your CV should contain are listed
below. Not all of these elements may be relevant to you, so choose what will work best for your background and experience.
CONTACT AND PERSONAL INFORMATION
Give your formal legal name (no nicknames) and your complete and current contact information. Make
sure you can be reached easily at the address, e- mail and telephone number that you list. Include a
pager number or cell phone, if appropriate. You can include other personal information such as birth
date, marital status, names/ages of children but these are optional. While federal law prohibits employers from discriminating on the basis of age, sex, religion, national origin and disability status, providing
personal information may invite bias so it is up to you whether or not you choose to provide it. You may
elect to include it if you feel it is pertinent to your candidacy for the position.
EDUCATION
List all colleges/universities you have attended with the most recent first. Include name and location
of institution, degree sought or completed, and the date of completion (or expected completion), and
major/minor field of study. Include medical school, graduate and undergraduate education. If you do
not have an Honors section on your CV, you may include that information here. If you completed a thesis
or dissertation as part of one of your degree programs, you may wish to add this distinction along with
the title of the paper, particularly if it is relevant to health care or science. As you move forward in your
professional life, you will add further achievements including postgraduate training (residencies and
fellowships), academic appointments and certification and licensure.
HONORS AND AWARDS
Include any awards and/or scholarships received during medical school (election to AOA, biochemistry
prize, etc.) If you did well in medical school or on the boards, list your honors and board scores. Include
only the most important awards and scholarships from undergraduate or other programs. If you have
numerous items, you may want to separate them into subsections: undergraduate and medical school.
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Keep in mind how relevant and useful each item will be and cut any that may not be valued by the person
reading your CV.
WORK EXPERIENCE
List your work experience in chronological or reverse chronological order. List all major or medically
related work experiences. Include position title, name of employer, location, and dates. For medically related work, add a brief description of your responsibilities, achievements, and competencies gained. Be
specific, skill-focused and relevant. Include volunteer experience while in medical school and any leadership experiences. If there are gaps of time in your history, make sure to include ANY work experience,
medical or non-medical, which accounts for your time out of school (e.g. time between undergraduate
studies and medical school).
RESEARCH
Sentence or title describing research: Include mentor (including professional title), location and dates.
Include your title, if applicable; e.g., research assistant, fellow
PROFESSIONAL MEMBERSHIPS
List any professional organizations of which you are a member (dates optional). Include any leadership
positions you may have held. This section may be combined or redefined to include student organization involvement.
EXTRA-CURRICULAR ACTIVITIES
Include the most important long-term activities you were involved in during medical school, including
committee work, community service projects, and student organization involvement (dates optional).
Include activities from before medical school only if they are extraordinary or applicable to health care.
PUBLICATIONS
Include all published articles you’ve authored. If an article has been accepted for publication but not yet
published, use the notation “in press” instead of year of publication. Use medical bibliographic reference style and be consistent throughout your CV.
PRESENTATIONS
Include any research, professional, or poster presentations conducted at conferences, lectures, symposiums, specialty association meetings, etc. List the title of the presentation, authors, audience, and any
other relevant details. This section may be easily combined with publications to create a single, more
attractive section.
HOBBIES AND OUTSIDE INTERESTS
Include a list of your outside interests or extracurricular activities. You may be surprised at how often you
will be asked about these items - interviewers frequently use them as a means to keep an interview conversational so be prepared to talk about any hobby or interest that you put here. This section is optional
and should be brief.
FORMATTING AND PRODUCTION
You want your CV to have a clean, distinctive appearance that attracts attention. The final product should
be well organized, look professional and be easy to read. Use the following tips for formatting and production:
• Keep margins at 1 - 1.5 inches.
• One page is standard length at this point in your career, but don’t reduce the font size, change your
margins, or leave important info out just to crowd it onto one page.
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• 12-point font is preferable, but 11-point is acceptable.
• Stick with one font, or two similar fonts (one for headings, the other for everything else) - use only
conservative, common fonts.
• Headings should be consistent in style, size, and formatting.
• Use bold, italics, capitalization, and bullets to organize your CV - but use sparingly.
• Check text for misspellings and poor grammar - have someone help you proofread.
• Keep sentences short and succinct while using active verbs and vivid, precise language.
• Print your CV on a laser printer.
• Use only high quality, bond paper - white, ivory, and light gray colors are most appropriate.
SUGGESTED TEMPLATE FOR CV
General Comments:
• First, most of you will not actually send hard copies of your CV anywhere.
ERAS has a CV template that you complete on-line. However, you may need to provide a copy of
your CV to letter writers or others during the year.
• One of the dean’s will review your CV for format, suitability, and accuracy.
• This suggested template is one way to organize your CV, but not the only acceptable way.
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FULL LEGAL NAME
Phone Number
Email address
Current AddressPermanent Address
EDUCATION
Name of Medical SchoolCity, State
Degree TypeAnticipated date of graduation
Name of Graduate SchoolCity, State
Degree TypeAnticipated date of graduation
Name of Undergraduate SchoolCity, State
Degree TypeAnticipated date of graduation
EXPERIENCE
TALKS: Teaching and Learning Knowledge and Skills Senior Elective
July 2012- Present
• Serve as an instructor for first year medical students in the Physical Diagnosis section of the Practice
of Medicine course.
• Prepare lessons for six different Physical Diagnosis classes, each focusing on different parts of the
physical exam, with an emphasis on clinical relevance and skill development.
• Provide students with regular feedback regarding their performance in the physical diagnosis class in
a manner that mimics the feedback they will receive from residents and attending during their clinical
years.
• Participate in workshops on adult learning theory, evaluation of student performance, providing
feedback, and effective teaching techniques, with special focus on teaching clinical skills.
• Evaluate students during their performance on standardized patient exams.
The HEALing Clinic, George Washington University’s Student Run Clinic October 2009- Present
Training Chair
May 2011-May 2012
• Developed and implement a novel biannual training conference for all HEALing Clinic volunteers
to teach history taking, physical exam, and cultural competency skills specific to the Clinic’s underserved patient populations.
• Instructed a course for preclinical students on performing a well woman examine, including pelvic
exam, Pap test, and breast exam.
• Organized and ran monthly orientation sessions for the new volunteers serving at the HEALing Clinic in the upcoming month.
Co-Director
May 2010-May 2011
• Managed a Steering Committee of 30 members who oversaw all aspects of clinic management,
operations, fundraising, research, and recruitment.
• Responsible for strategic planning and development of educational and clinical programs.
• Presented at alumni and faculty meetings to build support, secure funding, and recruit volunteer
attending physicians.
• Attended a national conference for Student Run Clinics to study various clinic models, network with
other clinic directors, and explore areas for future research and development.
• Trained other Steering Committee members on a monthly basis to manage clinic operations at the
Family Medical and Counseling Services site in Anacostia.
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Clinic Manager December 2011, May 2011, December 2010, September 2010, and May 2010
• Oversaw clinic flow and all activities of the weekly student run clinic in Ward 8, Washington DC’s
most underserved ward.
• Coordinated the schedules of medical, physician assistant, and public health students with attending physicians to ensure optimal patient service staffing and educational support.
• Supervised all student volunteers each week in an effort to maximize efficient patient management.
• Facilitated weekly teaching and debrief session after each clinic night.
Patient Education Volunteer October 2009
• Served as a health educator at the HEALing Clinic for 4 weeks.
• Advised patients and provided community resources on a variety of topics ranging from diet and
exercise, to smoking cessation, to domestic violence.
• Counseled patients from underserved populations one on one regarding their personal obstacles
to a healthier lifestyle and assessed their readiness for change.
Medical Education Track, The George Washington University
November 2009 – Present
• Explored the topics of teaching methods, medical education research, and adult learning theory
through a series of interactive classes.
• Learned and applied methods for teaching clinical skills through a series of workshops and projects.
• Will mentor first year medical students and teach physical exam skills in the “Physical Diagnosis”
portion of GW’s Practice of Medicine Course.
• Will complete an in-depth research project in the field of Medical Education.
Curriculum Committee, The George Washington University
January 2012 – Present
• Selected by the Student Counsel to be a member of GW’s curriculum development committee,
which is responsible for analyzing and reconstructing the current curriculum to ensure that LCME
accreditation standards are met and surpassed.
• Personally responsible for methodically gathering objective data from the third year medical student class on their attitudes towards the current curriculum and class structure.
• Will compile and analyze the data in order to build a new curriculum that will meet student’s goals
as well as national educational standards.
Office of Admissions, The George Washington University
September 2010 – May 2011
Prospective Medical Student Interviewer
• Interviewed 4-5 prospective medical students each month regarding their experience, values,
goals, and commitment to the field of medicine.
• Wrote detailed reports on all candidates outlining their strengths and weaknesses, as well as their
potential contributions to the George Washington medical community.
• Advised prospective students regarding life as a GW medical student, the benefits of learning the
practice of medicine in Washington DC, and the application process.
Commitment to the Community Day, The George Washington University August 2010
Team Leader
• Nominated and selected by classmates to serve as a team leader at GW’s annual Commitment to
the Community Day, when the entire school of medicine and health sciences travel to various sites
in Washington DC to volunteer for the day.
• Trained and transported an interdisciplinary group of 10 students and faculty members to a food
bank at Bread for the City in northeast DC.
• Educated fellow students on the importance of community involvement.
Anatomy Laboratory Curriculum Development
May – August 2010
• Researched interactive methods of teaching Gross Anatomy in an effort to better understand what
motivates students to learn and allows them to understand the relevance of anatomy to clinical
medicine.
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• Developed a series of cases in which students explore anatomy in the cadaver lab by identifying
the landmarks and functionality of various anatomical structures and performing the physical exam
maneuvers relevant to realistic clinical scenarios.
The George Washington University’s Summer Shadowing Program
May – August 2010
• Shadowed physicians in the fields of Pediatrics, Sports Medicine, and Pathology in an effort to gain
exposure to different specialties and to develop an understanding patient management.
Omni Eye Specialists
February 2008- July 2009
Patient Services Manager
• Managed the patient services department and acted as team leader to all reception, medical records, and insurance personnel.
• Coordinated office visits and consultations based on individual patient needs, insurance status and
physician availability.
• Utilized an extensive working knowledge of various insurance plans to assist patients and verify
benefit information for billing purposes.
• Maintained positive relationships with referring doctors’ offices in an effort to increase new patient volumes.
RESEARCH AND PUBLICATIONS
“Participation in Student-Run Free Slinics and Empathy in Medical Students”
Current Project
Advisors: Dr. Matthew Mintz, Dr. W. Scott Schroth, and Dr. Benjamin Blatt
• Compared students who participated in GW’s HEALing clinic with students who applied but were
not selected in the areas of empathy, professionalism, and commitment to working with underserved populations using a series of validated scales as well as student’s grades in the Practice of
Medicine course.
• Will analyze the data and submit for publication to various medical education journals in the upcoming months.
“Lack of Pesticide Toxicity to Echinostoma Trivolvis Eggs and Miracidia”
Journal of Parasitology: December 2009, Vol. 95, No. 6, pp. 1548-1551.
Co-Authors/Advisors: Dr. Thomas Raffel and Dr. Jason Rohr
• Pesticides have been shown to elevate trematode infections in amphibians. However, the direct
effects of these same pesticides on embryos and free-living stages of trematodes have not been
explored.
• The effects of atrazine, glyphosate, carbaryl, and malathion on embryo and miracidium (free-living
stage) survival of Echinostoma trivolvis, a common trematode of amphibians, was measured. We
found no evidence of biologically relevant effects of these pesticides at ecologically relevant concentrations, indicating that the burden of infection in amphibians exposed to these pesticides will
likely be higher than average.
HONORS
Gold Humanism Honor Society Member
• Nominated by peers and selected by faculty to be a member of this prestigious society which honors students and faculty who demonstrate exemplary humanistic qualities of patient care.
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Appendix G
CLASS OF 2014 RESIDENCY MATCH LIST
Applicant Name
Institution Name
Program Name
Bhatt, Binoy
Flaherty, Devon
Ginsberg, Nicole
John, Sonia
Jonna, Srikar
Spears, Michelle
Suffredini, Giancarlo
Vehian, Ara
Lee, Howard
Sanford, Kelsey
Dorsey , Adrianne
Davis, DiAnne
Jawed, Sarah
Talasila, Sreya
Abdallah, Assya
Akomeah, Abena
Bernett, John
Paradise, Sara
Renne, Benjamin
Veppumthara, Abe
Waldner, Amy
Krepela, Alyssa Leigh
Trevias, Benjamin
Tauras, Alexander
Hallerman, Jessica
kuhn, dana
Rasheed, Ahmad
Slade, Chelsea
Tapper, Kathryn
Keenan, Jonathan P.
Dave, Rina
Ahle, Samantha
Dickler, Carl
George, Philip
Holzner, Matthew
Marcotte, Joseph
Sanders, Stacy
Satey, Sean
The George Washington Univ-DC
Icahn SOM at Mount Sinai-NY
NYP Hosp-Weill Cornell Med Ctr-NY
Johns Hopkins Hosp-MD
U Maryland Med Ctr
The The George Washington Univ-DC
Johns Hopkins Hosp-MD
UCLA Medical Center-CA
Northwestern McGaw/NMH/VA-IL
U Washington Affil Hosps
Vanderbilt Univ Med Ctr-TN
U Oklahoma COM-OK City
NYP Hosp-Weill Cornell Med Ctr-NY
Northwestern McGaw/NMH/VA-IL
The George Washington Univ-DC
Carolinas Med Ctr-NC
Geisinger Health System-PA
U Arizona Affil Hospitals
U Cincinnati Med Ctr-OH
Thomas Jefferson Univ-PA
Hosp of the Univ of PA
NMC Portsmouth
U Texas Southwestern Med Sch-Dallas
Presby Intercommunity Hosp-CA
Swedish Medical Center-WA
Einstein/Beth Israel Med Ctr-NY
Excela Health Latrobe Hosp-PA
McKay-Dee Hospital Ctr-UT
Mayo School of Grad Med Educ-FL
David Grant Medical Center
U Illinois COM-Chicago
Yale-New Haven Hosp-CT
Stony Brook Teach Hosps-NY
Icahn SOM at Mount Sinai-NY
Georgetown Univ Hosp-DC
Cooper University Hospital-NJ
U Massachusetts Med School
Riverside County Reg Med Ctr-CA
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology/4 Yr
Anesthesiology/Clin Base Yr
Child Neurology
Dermatology
Dermatology
Dermatology
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine/Dallas
Fam Med/Tropical Med
Family Med/Cherry Hill
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine/UIH
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
41
smhs.gwu.edu
Tangherlini, Frances
Weissler, Jason
Bhalla, Sean
Borman, Zachary
Cox, Katherine
Delio, Joseph
Dukandar, Jasmine
Ekanem, Emmanuel
Ertle, Justin
Gerber, Daniel
Ghafouri, Tiffany
Ghusson, Noha
Grace, Rory
Gunawardena, Vindya
Gupta, Kanika
Hilsendager, Cami
Huang, Li
Ibe, Ogechi
Jarzembowski, Steven
Kirzner, Jared
Krafft, Matthew
Ling, Christina
Marino, Amy
Nash, Rachel
Owen, Brittany
Passi, Neena
Patel, Gayatri
Pawlowski, Joseph
Puro, Alana
Sekaran, Adith
Shah, Ashish
Sherman, Amy
Sivaraman, Anita
Tank, Rikin
Tu, Joey
Wasti, Syeda Zainab
Webster, Tyler
Wegermann, Zachary
Wong, Tiffany
Yoruk, Ayhan
Gould, Allison Anne
Sharma, Anit
Afshar, Mehdi
smhs.gwu.edu
Northwestern McGaw/NMH/VA-IL
Rutgers-R W Johnson Medical School-NJ
B I Deaconess Med Ctr-MA
B I Deaconess Med Ctr-MA
Icahn SOM at Mount Sinai-NY
The George Washington Univ-DC
Einstein/Montefiore Med Ctr-NY
Georgetown Univ Hosp-DC
The George Washington Univ-DC
Stanford Univ Progs-CA
UC San Diego Med Ctr-CA
Thomas Jefferson Univ-PA
Hosp of the Univ of PA
U South Florida COM-Tampa
The George Washington Univ-DC
Providence Portland Med Ctr-OR
Stony Brook Teach Hosps-NY
Washington Hospital Ctr-DC
UVM/Fletcher Allen-VT
NYP Hosp-Weill Cornell Med Ctr-NY
West Virginia University SOM
U Southern California
UPMC Medical Education-PA
Thomas Jefferson Univ-PA
Baylor Coll Med-Houston-TX
Einstein/Montefiore Med Ctr-NY
Boston Univ Med Ctr-MA
U Southern California
UC Davis Med Ctr-CA
Tufts Medical Center-MA
Thomas Jefferson Univ-PA
Emory Univ SOM-GA
Sinai Hospital of Baltimore-MD
Cedars-Sinai Medical Center-CA
Olive View-UCLA Med Ctr-CA
INOVA Fairfax Hospital-VA
Icahn SOM at Mount Sinai-NY
Duke Univ Med Ctr-NC
Hosp of the Univ of PA
U Rochester/Strong Mem-NY
WRNMMC Bethesda
SAUSHEC
McGill University
General Surgery
General Surgery
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
42
Ostapkovich, Kathleen
Akbari, Yasmin
Anderson, Mark
Arepalli, Sruthi
Bhatt, Binoy
Chaudhry, Huma
Davis, DiAnne
Golshani, Cyrus
Huynh, Kyle
Jonna, Srikar
Katz, Jonathan
Kuhn, Karin
Merchant, Kunal
Mohajeri Moghaddam, Sarah
Noor, Amir
Prasad, Vikram
Qayum, Shehzad
Quadri, Rehan
Rothenberg, Steven
Rupe, Eric
Sood, Rishi
Suffredini, Giancarlo
Vincenti, Kerri
Dill, Anna
Pelleg, Ayla
Rosenblatt, Seth
Govind, Bhuvanesh
Miller, Kristin
Talasila, Sreya
Snyder, Kendall
Wessell, Aaron
Govind, Bhuvanesh
Miller, Kristin
Hossack, Michael R.
Close, Adam
Eddinger, Rebecca
Enns, Jordan
Green, Jeannette
Gumer, Arielle
Hazen, Nicholas
Krantz, Sarah
Liu, Rosa
Mirghani, Sara
43
Medical University of SC
St Joseph Hosp-IL
Overlook Hospital-NJ
Washington Hospital Ctr-DC
Drexel Univ COM/Hahnemann Univ Hosp-PA
MedStar Franklin Square Med Ctr-MD
U Oklahoma COM-OK City
Washington Hospital Ctr-DC
U Florida COM-Shands Hosp
The George Washington Univ-DC
MedStar Franklin Square Med Ctr-MD
Kaiser Permanente-Oakland-CA
Lankenau Hospital-PA
U Rochester/Strong Mem-NY
Icahn SOM St Lukes-Roosevelt-NY
Drexel Univ COM/Hahnemann Univ Hosp-PA
The George Washington Univ-DC
U Maryland-Mercy Med Ctr
North Shore-LIJ Health Sys-NY
UC San Diego Med Ctr-CA
Union Memorial Hosp-MD
U Maryland-Mercy Med Ctr
Pennsylvania Hospital
Yale-New Haven Hosp-CT
Cook County-Stroger Hospital-IL
Charleston Area Med/Ctr WV University
Thomas Jefferson Univ-PA
Rush University Med Ctr-IL
Univ of Chicago Med Ctr-IL
Mayo School of Grad Med Educ-MN
U Maryland Med Ctr
Thomas Jefferson Univ-PA
Rush University Med Ctr-IL
SAUSHEC
The George Washington Univ-DC
St Barnabas Med Ctr-NJ
Baylor Coll Med-Houston-TX
U South Florida COM-Tampa
NYP Hosp-Columbia Univ Med Ctr-NY
Washington Hospital Ctr-DC
Vanderbilt Univ Med Ctr-TN
Santa Clara Valley Med Ctr-CA
Albert Einstein Med Ctr-PA
Medicine-Pediatrics
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Primary
Medicine-Primary
Medicine-Psychiatry
Med-Prelim/Neurology
Med-Prelim/Neurology
Med-Prelim/NorthShore
Neurological Surgery
Neurological Surgery
Neurology
Neurology
Neurology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
smhs.gwu.edu
O'Flynn O'Brien, Katherine
Sinha, Anila
Todd, Sarah
McClellan, Edward R.
Peven-Izu, Nikko
Arepalli, Sruthi
Golshani, Cyrus
Huynh, Kyle
Katz, Jonathan
Merchant, Kunal
Qayum, Shehzad
Werner, Jordan
Boyle, Kathleen
Kirsch, Jacob
NaPier, Zachary
Roberts, Aaron
Ghorab, Saba
Hashemi, Sean
Khoury, Tawfiq
Nayak, Neil
Park, Joseph
Spock, Todd
Poropatich, Kate
Kaldas, Mary
Taylor, Laura
Agarwal, Neha
Anderson, Bradley
Banigan, Maureen
Bansal, Shilpa
Bruns, Lauren
Cheng, Allison
Chiang, Elaine
Choi, Nak Hyun
Cork, Katrina
Crotty, Erin
Emanuel, Julia
Generoso, August Jillian
Hahn, Blair
Hammond, Benjamin
Jacobson, Melanie
Jarkowiec, Maria
Johnson, Ireal
Justus, David
smhs.gwu.edu
Hosp of the Univ of PA
Icahn SOM St Lukes-Roosevelt-NY
The George Washington Univ-DC
Tripler Army Medical Center
North Shore-LIJ Health Sys-NY
Cleveland Clinic - Cole Eye Institute
Mount Sinai SoM - NY
U North Carolina
Emory University
George Washington U
University of Chicago
NYU School Of Medicine
University at Buffalo SOM-NY
U Michigan Hosps-Ann Arbor
Cedars-Sinai Medical Center-CA
U Rochester/Strong Mem-NY
Mayo School of Grad Med Educ-AZ
Boston Univ Med Ctr-MA
Duke Univ Med Ctr-NC
Jackson Memorial Hosp-FL
The George Washington Univ-DC
Yale-New Haven Hosp-CT
Northwestern McGaw/NMH/VA-IL
Natl Insts of Health-MD
Hosp of the Univ of PA
Childrens National Med Ctr-DC
U Colorado SOM-Denver
Childrens National Med Ctr-DC
St Christophers Hosp-PA
U Colorado SOM-Denver
Case Western/Univ Hosps Case Med Ctr-OH
UPMC Medical Education-PA
St Louis Childrens Hosp-MO
U Rochester/Strong Mem-NY
Childrens National Med Ctr-DC
NYP Hosp-Columbia Univ Med Ctr-NY
Grand Rapids Med Ed Partners-MI
Einstein/Jacobi Med Ctr-NY
U New Mexico SOM
Rhode Island Hosp/Brown Univ
Childrens Hospital-Oakland-CA
Miami Childrens Hosp-FL
Tufts Medical Center-MA
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology/Lenox Hill
Ophthalmology
Ophthalmology
Ophthalmology
Ophthalmology
Ophthalmology
Ophthalmology
Ortho Surg/Hosp Joint Diseases
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Otolaryngology
Otolaryngology
Otolaryngology
Otolaryngology
Otolaryngology
Otolaryngology
Path-Investigator Trk
Pathology
Pathology AP/CP
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
44
Katti, Karishma
Kim, Jessica
Rasooly, Irit
Rechtman, Lauren
Sims, Courtney
Simson, Benjamin
Narayanan, Nisha
Jawed, Sarah
Widge, Alicia
Tarver , Leslie
Plummer, Clausyl
Barratt, Jeffrey
Rosenfarb, Dana
Waggel, Stephanie
Walsh, Jeffrey
Chaudhry, Huma
Chaudhari, Rishabh
Akbari, Yasmin
Anderson, Mark
Bailey, Ariel
Dufour, Robert
Hiremath, Trilochan
Kuhn, Karin
Mohajeri Moghaddam, Sarah
Noor, Amir
Prasad, Vikram
Quadri, Rehan
Rothenberg, Steven
Rupe, Eric
Sharma, Arjun
Sood, Rishi
Vincenti, Kerri
Mooser, Annie Cottier
Patel, Devin
Patel, Neal
Sood, Amit
Spears, Michelle
Udyavar, Nidhi
Hiremath, Trilochan
Dufour, Robert
Bree, Kelly
Bailey, Ariel
Sharma, Arjun
45
North Shore-LIJ Health Sys-NY
St Christophers Hosp-PA
Childrens Hosp-Philadelphia-PA
Childrens National Med Ctr-DC
Einstein/Montefiore Med Ctr-NY
University of Virginia
UC Irvine Med Ctr-CA
Icahn SOM at Mount Sinai-NY
Childrens National Med Ctr-DC
Massachusetts Gen Hosp
U Texas HSC-San Antonio
U Utah Affil Hospitals
Harvard Longwood Psych-MA
The George Washington Univ-DC
Kaiser Permanente-Fontana-CA
North Shore-LIJ Health Sys-NY
SUNY Upstate Med University
UPMC Medical Education-PA
Massachusetts Gen Hosp
West Virginia University SOM
University of Virginia
Boston Univ Med Ctr-MA
Stanford Univ Progs-CA
U Rochester/Strong Mem-NY
Icahn SOM at Mount Sinai-NY
Boston Univ Med Ctr-MA
U Texas Southwestern Med Sch-Dallas
U Maryland Med Ctr
UC San Diego Med Ctr-CA
Temple Univ Hosp-PA
The George Washington Univ-DC
Pennsylvania Hospital
WRNMMC Bethesda
Cedars-Sinai Medical Center-CA
NYP Hosp-Weill Cornell Med Ctr-NY
Medical University of SC
Washington Hospital Ctr-DC
Duke University Med Ctr-NC
U Washington Affil Hosps
University of Virginia
UC San Diego Med Ctr-CA
West Virginia University SOM
Christiana Care-DE
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics/UCI-CHOC
Pediatrics-Preliminary
Pediatrics-Primary
Peds/Adult/Child Psychiatry
Phys Medicine & Rehab
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Radiation Oncology
Radiation-Oncology
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Surgery-General
Surgery-Prelim/Urology
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surg-Prelim/1yr
Surg-Prelim/Non-Desig
Surg-Prelim/Urology
Transitional
Transitional
smhs.gwu.edu
John, Sonia
Chaudhari, Rishabh
Neal, Patel
Knapp, Stephanie
U Tennessee COM-Memphis
Univ of Chicago Med Ctr-IL
NY Presbyterian Hosp/Cornell Med Ctr., NY
Duke University
Transitional/Methodist Hosp
Transitional/NorthShore
Urology
Urology
CLASS OF 2013 RESIDENCY MATCH LIST
Applicant Name
Institution Name
Program Name
Antony, Sible
Burnett, Sarah
Chan, Kathleen
Dharmappa, Ajay
Felton, D’Onior
Kim, Brian
Moosavi, Mesum
Owen, Julie
Patel, Manan
Rawtani, Nina
Rebling, Frederik
Ross, Michael
Ruby, Jordan
Saini, Shawnjeet
Swank, Stephen
Livingood, Matthew
Harter, Katherine
Hood, Colton
Hooper, Jennie
Hussain, Adnan
Kenney, Adam
Marcovici, Raymond
Oghogho, Eyitemi
Patel, Kamal
Pinchbeck, Carrie
Shankar, Mark
Vanyo, Lara
West, Diane
Follmer, Amy
Meardon, Douglas
Anthony, Shari
Netherland, Lisa
Osredkar, Ivan
Yale-New Haven Hosp-CT
B I Deaconess Med Ctr-MA
Yale-New Haven Hosp-CT
NYP Hosp-Weill Cornell Med Ctr-NY
University Hosps-Jackson-MS
UC San Diego Med Ctr-CA
Temple Univ Hosp-PA
Medical University of SC
NYU School Of Medicine
Georgetown Univ Hosp-DC
Med Coll Wisconsin Affil Hosps
UC Irvine Med Ctr-CA
Stanford Univ Progs-CA
Rush University Med Ctr-IL
Virginia Mason Med Ctr-WA
Vanderbilt Univ Med Ctr-TN
U Southern California
The The George Washington Univ-DC
Medical University of SC
Northwestern McGaw/NMH/VA-IL
UMDNJ-New Jersey Med-Newark
Einstein/Beth Israel Med Ctr-NY
Baylor Coll Med-Houston-TX
Albert Einstein Med Ctr-PA
Northwestern McGaw/NMH/VA-IL
NYP Hosp-Columbia & Cornell-NY
Icahn SOM at Mount Sinai-NY
Oregon Health & Science Univ
Brigham & Womens Hosp-MA
Carolinas Med Ctr-NC
Bayfront Med Ctr-FL
UC Davis Med Ctr-CA
NYMC-St Josephs Med Ctr-NY
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Dermatology
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine/BWH-MGH
Family Med/Urban
Family Medicine
Family Medicine
Family Medicine
smhs.gwu.edu
46
Cheerharan, Meera
Hastings, Laurel
Heelan, Alicia
Holzmacher, Jeremy
Tracy, Brett
Zhang, Andrew
Bush, Allison M
Adekunle, Ruth
Berez, Chantal
D’Avella, Christopher
Fried, Julie
Gora, Yevgeniya
Harold, Rachel
Heller, Cara
Julian, Ricklie
Karsner, Ryan
Katkish, Lauren
Man, Lillian
Matthews, Andrew
Mehta, Hetal
Reich, Jason
Sadat-Hossieny, Zahra
Shah, Kulin
Sheingold, Jessica
Signoff, Eric
Singson, Stephanie
Suzuki, Mari
Van Doren, Layla
Varadarajan, Nisha
Beitscher, Adam
Craig, Lauren
Downs, Kara
Eisenberg, Amanda
Gibbons, Julie
Griffith, Xuan-Lan
Hart, Alison
Kaushal, Pankaj
Khalil, Ramy
Kim, Brian
Koppula, Rohit
Livingood, Matthew
Mohiuddin, Atif
Patel, Manan
47
NYP Hosp-Weill Cornell Med Ctr-NY
LSU SOM-New Orleans-LA
U Colorado SOM-Denver
The The George Washington Univ-DC
Memorial Health-Univ Med Ctr-GA
Einstein/Montefiore Med Ctr-NY
Walter Reed National Military Med Ctr
U Maryland Med Ctr
St Marys Health Ctr-MO
UPMC Medical Education-PA
Icahn SOM at Mount Sinai-NY
Duke Univ Med Ctr-NC
Georgetown Univ Hosp-DC
Temple Univ Hosp-PA
Einstein/Montefiore Med Ctr-NY
Jackson Memorial Hosp-FL
U Minnesota Med School
Thomas Jefferson Univ-PA
St Lukes-Roosevelt-NY
Thomas Jefferson Univ-PA
Boston Univ Med Ctr-MA
Riverside Methodist-OH
Einstein/Montefiore Med Ctr-NY
Georgetown Univ Hosp-DC
Thomas Jefferson Univ-PA
UC Irvine Med Ctr-CA
NY Hosp Med Ctr Queens
U Southern California
Hosp of the Univ of PA
U Massachusetts Med School
Washington Hospital Ctr-DC
University of Virginia
Maimonides Med Ctr-NY
Washington Hospital Ctr-DC
Drexel Univ COM/Hahnemann Univ Hosp-PA
St Vincent Hosp-Worcester-MA
U Maryland Med Ctr
UPMC Medical Education-PA
The George Washington Univ-DC
UC San Diego Med Ctr-CA
Vanderbilt Univ Med Ctr-TN
Harbor Hospital Ctr-MD
North Shore-LIJ Health Sys-NY
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Medicine-Pediatrics
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
smhs.gwu.edu
Razvi, Mohammed
Ruby, Jordan
Saini, Shawnjeet
Shaffer, Mary
Tony, Sagine
Weinstein, Jonathan
Lynn, Meredith
Morford, Kenneth
O’Neill, Daniel
Chinn, Moshe
Krucoff, Max
Griffith, Xuan-Lan
Placette, Jacqueline
Pertot, Elyse M
Milburn, Blaise
Buckbinder, Jennifer
Chhajwani, Dipti
Chyjek, Kathy
Dobbs, Meredith
Freeman, Alexandra
James, Simone
Silverbrook, Cheryl
Smith, Jill
Test, Elissa
Wheeler, Lindsay
Mohiuddin, Atif
Sanghvi, Menka
Lombardi, Joseph
Kirby, Hannah E
Kraekel, Sean
Meredith, Sean
Telis, Alexander
Ugwu-Oju, Obinna
Wagner, Timothy
Lohia, Shivangi
Rivero, Alexander
Butler, Shauna M
Achille, Christal
Chalal, Hannah
Edrees, Hanein
Ferdjallah, Asmaa
Fermin, Timothy
Gborkorquellie, Theiline
smhs.gwu.edu
Howard Univ Hosp-DC
The The George Washington Univ-DC
Washington Hospital Ctr-DC
The The George Washington Univ-DC
NY Hosp Med Ctr Queens
Lankenau Hospital-PA
NYU School Of Medicine
Yale-New Haven Hosp-CT
Virginia Mason Med Ctr-WA
The The George Washington Univ-DC
Duke Univ Med Ctr-NC
Cooper University Hospital-NJ
Maricopa Med Ctr-AZ
Navy Medical Center San Diego
University at Buffalo SOM-NY
U Southern California
Tufts Medical Center-MA
Icahn SOM at Mount Sinai-NY
The The George Washington Univ-DC
Kaiser Permanente-SF-CA
U Florida COM-Jacksonville
The The George Washington Univ-DC
Texas A&M-Scott & White
UC San Francisco-CA
Stanford Univ Progs-CA
The The George Washington Univ-DC
The The George Washington Univ-DC
NYP Hosp-Columbia Univ Med Ctr-NY
Navy Medical Center San Diego
The The George Washington Univ-DC
U Maryland Med Ctr
U New Mexico SOM
Virginia Commonwealth U Hlth Sys
Cleveland Clinic Fdn-OH
Medical University of SC
Kaiser Permanente-Oakland-CA
SAUSHEC
Stony Brook Teach Hosps-NY
UPMC Medical Education-PA
U Illinois COM-Chicago
Emory Univ SOM-GA
North Shore-LIJ Health Sys-NY
U Maryland Med Ctr
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Primary
Medicine-Primary
Medicine-Primary
Neurological Surgery
Neurological Surgery
Neurology
Ob-Gyn/Phoenix Integ
Obstetrics and Gynecology
Obstetrics-Gyn/Sisters
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Ophthalmology
Ophthalmology
Ortho Surg/Research TTC 6 yr
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Orthopaedic Surgery
Otolaryngology
Otolaryngology
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
48
Holloway, Michol
Kickish, Robert
Lam, Suet
Mahadevan, Rupa
McGann, Carolyn
Reynolds, Danielle
Silverman, Natalie
Toto, Regina
Weisman, Julie
Wheaton, Taylor
Williams, Stephanie
Zimmerman, Elizabeth
Johnson, Courtney
Harris, Brian
Tellado, Michelle
Sims, Alexandra
Lax, yonit
Ellis, Dorothea
Herbert, Aliea
Shaffer, Mary
Sarhaddi, Deniz
Chapman, Colby
Hyoun, Sara
Newborn, Leah
Ojo, Linda
Partamian, Sandra
Shaver, Thomas
Reposar, Aaron
Horne, Zachary
Downs, Kara
Orton, Andrew
Devabhaktuni, Anuradha
Eisenberg, Amanda
Gibbons, Julie
Hart, Alison
Kaushal, Pankaj
Khalil, Ramy
Koppula, Rohit
Mekhail, Yasmin
Razvi, Mohammed
Rehwald, Christine
Tuttle, Mitch
Weinstein, Jonathan
49
Med Coll Wisconsin Affil Hosps
U South Florida COM-Tampa
Case Western/Univ Hosps Case Med Ctr-OH
Advocate Lutheran Gen Hosp-IL
Yale-New Haven Hosp-CT
Medical College of Georgia
Georgetown Univ Hosp-DC
UPMC Medical Education-PA
Childrens National Med Ctr-DC
St Christophers Hosp-PA
UCLA Medical Center-CA
Vanderbilt Univ Med Ctr-TN
UC Irvine Med Ctr-CA
Childrens National Med Ctr-DC
Childrens National Med Ctr-DC
Childrens National Med Ctr-DC
Einstein/Montefiore Med Ctr-NY
U North Carolina Hospitals
U Colorado SOM-Denver
Thomas Jefferson Univ-PA
St Louis Univ SOM-MO
NYP Hosp-Columbia Univ Med Ctr-NY
UCLA Semel Inst for Neuroscience-CA
Georgetown Univ Hosp-DC
The The George Washington Univ-DC
Harbor-UCLA Med Ctr-CA
The The George Washington Univ-DC
Christiana Care-DE
UPMC Medical Education-PA
University of Virginia
U Utah Affil Hospitals
UC San Francisco-CA
Einstein/Beth Israel Med Ctr-NY
Boston Univ Med Ctr-MA
Rhode Island Hosp/Brown Univ
Georgetown Univ Hosp-DC
Boston Univ Med Ctr-MA
University of Virginia
U South Florida COM-Tampa
Hershey Med Ctr/Penn State-PA
U Washington Affil Hosps
Barnes-Jewish Hosp-MO
Thomas Jefferson Univ-PA
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics/UCI-CHOC
Pediatrics-Primary
Pediatrics-Primary
Peds-Primary/Community Health
Peds-Primary/Social
Phys Medicine & Rehab
Phys Medicine & Rehab
Phys Medicine & Rehab
Plastic Surgery
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Rad-Diag/Direct Path
Radiation Oncology
Radiation-Oncology
Radiation-Oncology
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
smhs.gwu.edu
Wilcoxson, Robert
Tony, Sagine
Ruth, Kenneth C
Herbert, Aliea
Ludwig, Wesley
Pierce, Todd
Rawtani, Nina
Zakaria, Hesham
Sarhaddi, Deniz
Elliott, Peter
Hartigan, Siobhan
Devabhaktuni, Anuradha
Horne, Zachary
Orton, Andrew
Rehwald, Christine
Tuttle, Mitch
Wilcoxson, Robert
U Texas HSC-San Antonio
North Shore-LIJ Health Sys-NY
Navy Medical Center San Diego
Harbor-UCLA Med Ctr-CA
Johns Hopkins Hosp-MD
Washington Hospital Ctr-DC
Washington Hospital Ctr-DC
U Michigan Hosps-Ann Arbor
St Louis Univ SOM-MO
Kaiser Permanente-Los Angeles-CA
Hosp of the Univ of PA
UPMC Mercy Hospital-PA
Reading Hospital Med Ctr-PA
Intermountain Med Ctr-UT
Georgetown Univ Hosp-DC
Intermountain Med Ctr-UT
Providence Sacred Heart Med Ctr-WA
Radiology-Diagnostic
Rad-Diagnostic/NSUH
Surgery-General
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surg-Prelim/Plastic Surgery
Surg-Prelim/Urology
Surg-Prelim/Urology
Transitional
Transitional
Transitional
Transitional
Transitional
Transitional
CLASS OF 2012 RESIDENCY MATCH LIST
Applicant Name
Institution Name
Program Name
Daneshpayeh, Negin
Sayal, Puneet
Baldini, AnGee
Barak, Ron
Barak, Ron
Bynum, Aliya
Gardner, Michael
Homer, Janora
Jordan, Matthew
Joseph, Amit
Lofton, Megan
Matz, Alexander
Nelson, Cameron
Padalia, Raj
Panchamia, Rohan
Pandya, Pooja
Pannu, Ameeka
Schroff, Christopher
Smith, Erik
Spitz, Warren
Tinklepaugh, Adam
Massachusetts Gen Hosp
Massachusetts Gen Hosp
U Washington Affil Hosps
Scripps Mercy Hosp-San Diego-CA
UC San Diego Med Ctr-CA
The The George Washington Univ-DC
UC Irvine Med Ctr-CA
Thomas Jefferson Univ-PA
West Virginia University SOM
Stanford Univ Progs-CA
U Maryland Med Ctr
Johns Hopkins Hosp-MD
B I Deaconess Med Ctr-MA
UPMC Medical Education-PA
NYP Hosp-Weill Cornell Med Ctr-NY
Johns Hopkins Hosp-MD
B I Deaconess Med Ctr-MA
The The George Washington Univ-DC
U Maryland Med Ctr
Hosp of the Univ of PA
Einstein/Montefiore Med Ctr-NY
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Dermatology
smhs.gwu.edu
50
Army, Jessica
Boyd, Michael
Brown, Angela
Choi, Daisi
Ezeamama, Nkemka
Park, Elizabeth
St. Peter, Matthew
Tems, Christopher
Tolova, Vera
Tupe, Christina
Sramek, Kristen
Goodman, David
Bean, Matthew
Chavannes, Marilyn
Cotter, Laura
Khan, Nufayl
Nichols, Tracey
Shah, Meera
Williams, Jessica
Madison, Morgan
Baysinger, Katherine
Farber, Benjamin
Haskins, Ivy
Tatarian, Talar
Butler, Dale
Akinniyi, Deborah
Appelbaum, Jason
Baron, Kaitlin
Bulen, James
Carson, Philip
Glick, Carly
Gordon, Joseph
Greywoode , Ruby
Gupta, Monica
Jabbour, Gina
Jakhete, Neha
Jami , Humaira
Jarawan, Hani
Jensen, Scott
Jhamnani, Rekha
Karkowsky, Raphael
Khodabakhsh, Hadie
Kumar, Nikila
51
SUNY Upstate Med University
U Michigan Hosps-Ann Arbor
UCLA Medical Center-CA
Washington Hospital Ctr-DC
Carolinas Med Ctr-NC
Baylor Coll Med-Houston-TX
U New Mexico SOM
Hosp of the Univ of PA
Albert Einstein Med Ctr-PA
U Maryland Med Ctr
Swedish Medical Center-WA
U Minnesota Med School
St Josephs Hospital-AZ
Phoebe Putney Mem Hosp-GA
Contra Costa Reg Med Ctr-CA
UPMC Presbyterian Shadyside-PA
Kaiser Permanente-Woodland Hills-CA
Einstein/Beth Israel Med Ctr-NY
U Florida COM-Shands Hosp
U Illinois COM-Chicago
Memorial Health-Univ Med Ctr-GA
Einstein/Montefiore Med Ctr-NY
The The George Washington Univ-DC
Thomas Jefferson Univ-PA
U Texas Southwestern Med Sch-Dallas
Yale-New Haven Hosp-CT
Emory Univ SOM-GA
U Maryland Med Ctr
Drexel Univ COM/Hahnemann Univ Hosp-PA
Drexel Univ COM/Hahnemann Univ Hosp-PA
Einstein/Montefiore Med Ctr-NY
Harbor-UCLA Med Ctr-CA
NYP Hosp-Columbia Univ Med Ctr-NY
NYU School Of Medicine
Rush University Med Ctr-IL
Johns Hopkins Hosp-MD
UC San Diego Med Ctr-CA
Maine Medical Center
U Utah Affil Hospitals
Georgetown Univ Hosp-DC
Thomas Jefferson Univ-PA
Kaiser Perm-Santa Clara-CA
The The George Washington Univ-DC
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
smhs.gwu.edu
Lundberg, Erin
Malhotra, Kirti
Molnar, Esther
Moolani, Yasmin
Nicolais, Charles
Patel, Forum
Pershad, Valerie
Rao, Meghana
Razvi, Mohammed
Ross, Alexander
Sharma, Ambika
Siddique, Nusrat
Tipirneni, Niharika
Vanjani, Rahul
Watts, Kathryn
Watts, Marissa
Magidson, Phillip
Rajagopal, Selvi
Albertine, Paul
Bynum, Aliya
Curtis, Brian
Del Guzzo, Matthew
Hayashi, Hisami
Hill, Jonathan
Homer, Janora
Joseph, Amit
Kelahan, Linda
Knowlton, Sasha
Matz, Alexander
Pai , Sarah
Pandya, Pooja
Walkoff, Lara
Lalani, Sheliza
Mehta, Amisha
Derani, Lena
Barlog, Lauren
Cooper, Sonata
Gilani, Morgan
Hutz, Catherine
Lewis, Lauren
Sen, Manpreet
Bishop, Meghan
Golan, Elan
smhs.gwu.edu
Emory Univ SOM-GA
Drexel Univ COM/Hahnemann Univ Hosp-PA
Thomas Jefferson Univ-PA
Baylor Coll Med-Houston-TX
Temple Univ Hosp-PA
Tufts Medical Center-MA
North Shore-LIJ Health Sys-NY
Rhode Island Hosp/Brown Univ
Emory Univ SOM-GA
The The George Washington Univ-DC
U Maryland Med Ctr
U Maryland Med Ctr
The The George Washington Univ-DC
NYP Hosp-Columbia Univ Med Ctr-NY
Stanford Univ Progs-CA
Henry Ford HSC-MI
U Maryland Med Ctr
Baylor Coll Med-Houston-TX
St Joseph Hosp-IL
The The George Washington Univ-DC
Thomas Jefferson Univ-PA
St Lukes-Roosevelt-NY
UC San Francisco-Fresno-CA
Greater Baltimore Med Ctr-MD
Temple Univ Hosp-PA
The The George Washington Univ-DC
Washington Hospital Ctr-DC
Lahey Clinic-MA
St Agnes Hospital-MD
Allegheny Gen Hosp-PA
The The George Washington Univ-DC
Christiana Care-DE
The The George Washington Univ-DC
Virginia Mason Med Ctr-WA
Univ of Chicago Med Ctr-IL
Einstein/Beth Israel Med Ctr-NY
Washington Hospital Ctr-DC
Kaiser Permanente-SF-CA
Mayo School of Grad Med Educ-MN
UPMC Medical Education-PA
Temple Univ Hosp-PA
Thomas Jefferson Univ-PA
Maimonides Med Ctr-NY
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Medicine-Emergency Med
Medicine-Pediatrics
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Primary
Medicine-Primary
Neurology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Orthopaedic Surgery
Orthopaedic Surgery
52
Spitzer, Allison
Bhatt, Jay
Singleton, Adam
Wiedermann, Joshua
Serdy, Kate
Burton, Jalan
Gordon, Laura
Brumbaugh, Joan
Fogarty, Thomas
Hussein, Karen
Kendall, Claire
Panglao, Maria
Pedati, Caitlin
Pulju, Margaret
Segura, Maria
Sinykin, Svetlana
Tavana, Bahareh
Theriault, Elizabeth
Zolt-Gilburne, Jessica
Garg, Akshay
Knowlton, Sasha
Goyal, Samita
Bhowmik, Shelly
Hyacinth, Marilise
Gerdes, Christina
Horne, Christopher
Hylton, Julie
Jani, Suni
Lester, RSM, Sister Mara
Marshalla, Carly
Poscablo, Maria
Sefton, Lauren
Demas, Kristina
Albertine, Paul
Curtis, Brian
Degnan, Andrew
Del Guzzo, Matthew
Hayashi, Hisami
Hill, Jonathan
Kambhampati, Shivkumar
Kelahan, Linda
Pai , Sarah
Shah, Raj
53
The George Washington Univ-DC
UC Irvine Med Ctr-CA
U Tennessee COM-Memphis
The The George Washington Univ-DC
UPMC Medical Education-PA
U North Carolina Hospitals
UC Irvine Med Ctr-CA
NYU School Of Medicine
Baylor Coll Med-Houston-TX
U Florida COM-Shands Hosp
Baylor Coll Med-Houston-TX
Georgia Health Sciences Univ
Childrens National Med Ctr-DC
Virginia Commonwealth U Hlth Sys
Childrens National Med Ctr-DC
Cincinnati Childrens Hosp MC-OH
UCLA Medical Center-CA
Baylor Coll Med-Houston-TX
INOVA Fairfax Hospital-VA
Mt Sinai Hospital-NY
Harvard/Spaulding-MA
Med Coll Wisconsin Affil Hosps
Johns Hopkins Bloomberg SPH-MD
Yale-New Haven Hosp-CT
NYP Hosp-Columbia Univ Med Ctr-NY
UC Davis Med Ctr-CA
UC Davis Med Ctr-CA
Baylor Coll Med-Houston-TX
Barnes-Jewish Hosp-MO
UC San Francisco-Fresno-CA
Emory Univ SOM-GA
St Lukes-Roosevelt-NY
Hosp of the Univ of PA
The The George Washington Univ-DC
Thomas Jefferson Univ-PA
UPMC Medical Education-PA
B I Deaconess Med Ctr-MA
Harbor-UCLA Med Ctr-CA
Bryn Mawr Hospital-PA
U Maryland Med Ctr
Georgetown Univ Hosp-DC
UPMC Medical Education-PA
Lenox Hill Hospital-NY
Orthopaedic Surgery
Otolaryngology
Otolaryngology
Otolaryngology
Pathology
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Phys Medicine & Rehab
Phys Medicine & Rehab
Plastic Surgery (Integrated)
Prevent Med/PH-Bassett
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Radiation Oncology
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
smhs.gwu.edu
Tejero, Hilda
Walkoff, Lara
Michelis, Katherine
Abdulhai, Sophia
Brito, Joseph
Sagalovich, Daniel
Moazami, Saman
Rolef, Jennifer
Kambhampati, Shivkumar
Daneshpayeh, Negin
Degnan, Andrew
Derani, Lena
Shah, Raj
Tejero, Hilda
Tinklepaugh, Adam
Jackson Memorial Hosp-FL
Mayo School of Grad Med Educ-MN
Mt Sinai Hospital-NY
U North Carolina Hospitals
Rhode Island Hosp/Brown Univ
Mt Sinai Hospital-NY
Einstein/Montefiore Med Ctr-NY
The The George Washington Univ-DC
Riverside Reg Med Ctr-VA
Georgetown Univ Hosp-DC
UPMC Presbyterian Shadyside-PA
St John Hospital-MI
Baptist Health System-AL
UPMC Mercy Hospital-PA
Intermountain Med Ctr-UT
Radiology-Diagnostic
Radiology-Diagnostic
Research Medicine
Surgery-Preliminary
Surgery-Preliminary
Surg-Prelim/Designated
Surg-Prelim/Urology
Surg-Prelim/Urology
Transitional
Transitional
Transitional
Transitional
Transitional
Transitional
Transitional
CLASS OF 2011 RESIDENCY MATCH LIST
Applicant Name
Institution Name
Program Name
Adimi, Nima
Battu, Rohini
Brown, Gabrielle
Cucchiaro, Anita
Cody, Candice
Kim, Catherine
Yoon, Jeongae
Knott, Mark
Shehebar, Mourad
Tejani, Margaret
Choxi, Sarah
Davis-Phinn, Micaella
Werlhof, Hazel
Kahn, Emily
Fthenakis, Antonia
Naga, Lina
Noor, Omar
Damavandy, Ali
Fowler-Lajczok, Chesney
Podolsky, Susan
Byrd, Katherine
Woo, Adrian
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
Georgetown Univ Hosp-DC
Hosp of the Univ of PA
Hosp of the Univ of PA
Indiana Univ Sch Of Med
Mt Sinai Hospital-NY
NYP Hosp-Columbia Univ Med Ctr-NY
NYP Hosp-Weill Cornell Med Ctr-NY
St Josephs Reg Med Ctr-NJ
UPMC Medical Education-PA
Yale-New Haven Hosp-CT
Stony Brook Teach Hosps-NY
U Maryland Med Ctr
UMDNJ-R W Johnson-Piscataway
Washington Hospital Ctr-DC
Christiana Care-DE
Emory Univ SOM-GA
The The George Washington Univ-DC
The The George Washington Univ-DC
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Anesthesiology
Dermatology
Dermatology
Dermatology
Dermatology
Emergency Medicine
Emergency Medicine
Emergency Medicine
Emergency Medicine
smhs.gwu.edu
54
Katz, Elyse
Larrimore, Ashley
McBeth, Ryan
Schaftel, Joseph
Holeman, Katherine
Ajide, Oluwakemi
Boling, Kathryn
Gates, Kristin
Gaston, Mary
Ritvo, Amanda
Dietch, Zachary
Lin, Christine
Zettervall, Sara
Solomon, Zachary
Forleiter, Craig
Altieri, Maria
Nesbitt, Tresa
Gashin, Laurie
Harding, Christina
Duloy, Anna
Willis, Elise
Liu, Sandy
Rosenthal, Lindsay
Brumfield, Sara
Nwosu, Jenifer
Bhatia, Neal
Che, Sally
McMullan, Grice
Mener, Andrew
Spagnola, Michael
Arumuganathan, Meera
Bauer, Erin
Al-Bawardy, Badr
Mendelson, Jonathan
Bollettino, Antonella
Fine, Sean
Butos, John
Migally, Farida
Patel, Keval
Jencks, David
Modiri, Alexandra
Kidder, Wesley
Joglekar, Ami
55
St Lukes-Roosevelt-NY
U Massachusetts Med School
U Rochester/Strong Mem-NY
U Kansas SOM-Wichita
Nellis Mof Hospital, Nellis AFB NV
Chestnut Hill Hosp-PA
Franklin Square Hosp-MD
Middlesex Hospital-CT
UC San Francisco-Fresno-CA
Cambridge Health Alliance-MA
University of Virginia
Eastern VA Med School-VA
The The George Washington Univ-DC
Memorial Health-Univ Med Ctr-GA
St Lukes-Roosevelt-NY
Stony Brook Teach Hosps-NY
Eisenhower Army Med Ctr, Fort Gordon, GA
B I Deaconess Med Ctr-MA
Boston Univ Med Ctr-MA
Brigham & Womens Hosp-MA
CA Pacific Med Center
Cedars-Sinai Medical Center-CA
Cedars-Sinai Medical Center-CA
Drexel Univ COM/Hahnemann Univ Hosp-PA
Einstein/Montefiore Med Ctr-NY
Emory Univ SOM-GA
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
Georgetown Univ Hosp-DC
Kaiser Permanente-Los Angeles-CA
Mayo School of Grad Med Educ-MN
NYP Hosp-Weill Cornell Med Ctr-NY
Rhode Island Hosp/Brown U
Rhode Island Hosp/Brown U
Rush University Med Ctr-IL
Rush University Med Ctr-IL
St Louis Univ SOM-MO
Stanford Univ Progs-CA
Temple Univ Hosp-PA
U Colorado SOM-Denver
U Louisville SOM-KY
Emergency Medicine
Emergency Medicine
Emergency Medicine
Family Med/Via Christi
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine
Family Medicine/Tufts
Gen Surgery/Five Years
General Surgery
General Surgery
General Surgery
General Surgery
General Surgery
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
smhs.gwu.edu
Clerman, Andrew
Sidhu, Sunjeet
Karve, Amrita
Kaczinski, Jennifer
Hoffman, Megan
Bordin-Wosk, Talya
Dubin, Sterling
Lebehn, Mark
LaFond, Jeffrey
Lewis, Jennifer
Robbins, William
Noor, Omar
Bhakoo, Amit
Dua, Shivani
Damavandy, Ali
Sambaisvan, Ajai
Hanif, Sameul
Shehebar, Mourad
Battu, Rohini
Martinez, Michael
Naga, Lina
Nicholas, Kathryn
Brenner, Jason
Brown, Sarah
Fthenakis, Antonia
Kahn, Emily
Karajgikar, Jay
Hossain, Rydhwana
Gupta, Sonia
Werlhof, Hazel
Yoon, Jeongae
Cody, Candice
Torres-Yaghi, Yasar
LaFond, Sarah
Gill, Beant
Davis-Phinn, Micaella
Casey, Natasha
Horn, Elizabeth
Chaudhari, Ruchir
Mohyeldin, Ahmed
Chitale, Ameet
Torres-Yaghi, Yasar
Gupta, Sonia
smhs.gwu.edu
U Maryland Med Ctr
U Maryland Med Ctr
U Michigan Hosps-Ann Arbor
U Rochester/Strong Mem-NY
U Tenn Grad SOM-Knoxville
UC San Diego Med Ctr-CA
UC San Diego Med Ctr-CA
University of Hawaii
University of Virginia
Wake Forest Baptist Med Ctr-NC
Carilion Clinic-Virginia Tech Carilion SOM
St. Mary Mercy Hosp-MI
Allegheny Gen Hosp-PA
Allegheny Gen Hosp-PA
B I Deaconess Med Ctr-MA
Baylor Coll Med-Houston-TX
Christiana Care-DE
Einstein/Beth Israel Med Ctr-NY
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
The The George Washington Univ-DC
Lankenau Hospital-PA
Lenox Hill Hospital-NY
North Shore-LIJ Health Sys-NY
North Shore-LIJ Health Sys-NY
North Shore-LIJ Health Sys-NY
Norwalk Hospital-CT
SUNY Upstate Med University
U Maryland Med Ctr
U Maryland Med Ctr
Union Memorial Hosp-MD
Union Memorial Hosp-MD
University of Virginia
Washington Hospital Ctr-DC
Westchester Med Ctr-NY
The The George Washington Univ-DC
Rhode Island Hosp/Brown U
Univ of Chicago Med Ctr-IL
Ohio State Univ Med Ctr-OH
Thomas Jefferson Univ-PA
Georgetown Univ Hosp-DC
SUNY Upstate Med University
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Internal Medicine
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Preliminary
Medicine-Primary
Medicine-Primary
Med-Prelim/NorthShore
Neurological Surgery
Neurological Surgery
Neurology
Neurology
56
Moaddab, Naz
Lewis, Terrence
Harris, Tara
Vanjani, Rachna
Greene, Elizabeth
Dunn, Henry
Savage, Clara
Gage, Regan
Nachbahr, Meredith
Duronville, John
Louie, Michelle
Whorf, Kathryn
Siegel, Audra
Rajjoub, Lamise
Brown, Sarah
Brenner, Jason
Perry, Clifton
Patel, Anju
Sekhsaria, Vibhav
Sanfrancesco, Joseph
Wu, Sharon
Patel, Amisha
Patel, Roshni
Azar, Justin
Steigerwald, Katherine
Oliva, Stephanie
Smith, Caitlin
Duis, Jessica
Maltz, Lily
Cogen, Jonathan
Treyster, Zoya
Leimena, Peter
Schroeder, Laura
Salama, Marina
Shukla, Lovy
Loomis, Brandi
Katumuluwa, Subhashini
Clewett, Diana
Abegglen, Heather
Essel, Kofi
Pasupuleti, Archana
Sambaisvan, Ajai
Inwald, Danielle
57
University of Virginia
Walter Reed Army Med Ctr, Washington, DC
Baylor Coll Med-Houston-TX
Boston Univ Med Ctr-MA
The The George Washington Univ-DC
Hershey Med Ctr/Penn State-PA
Maine Medical Center
Mtn Area Health Ed Ctr-NC
U Maryland Med Ctr
UMDNJ-R W Johnson-Piscataway
UPMC Medical Education-PA
Washington Hospital Ctr-DC
West Virginia University SOM
The The George Washington Univ-DC
Mount Sinai SoM - NY
Temple U - Philadelphia, PA
U Iowa
Tufts Medical Center-MA
Wayne State University SOM-MI
Cleveland Clinic Fdn-OH
Stanford Univ Progs-CA
Tripler Army Medical Center Tripler
Baylor Coll Med-Houston-TX
Childrens National Med Ctr-DC
Einstein/Montefiore Med Ctr-NY
INOVA Fairfax Hospital-VA
INOVA Fairfax Hospital-VA
Johns Hopkins Hosp-MD
Massachusetts Gen Hosp
Northwestern McGaw/CMH-IL
NYP Hosp-Columbia Univ Med Ctr-NY
NYP Hosp-Weill Cornell Med Ctr-NY
NYU School Of Medicine
St Louis Univ SOM-MO
Tufts Medical Center-MA
U Texas Southwestern Med Sch-Dallas
North Shore-LIJ Health Sys-NY
Childrens National Med Ctr-DC
UPMC Medical Education-PA
Childrens National Med Ctr-DC
Childrens National Med Ctr-DC
Baylor Coll Med-Houston-TX
NYP Hosp-Columbia & Cornell-NY
Neurology
Obstetrics and Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Obstetrics-Gynecology
Ophthalmology
Ophthalmology
Ophthalmology
Ophthalmology
Otolaryngology
Otolaryngology
Pathology
Pathology
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics
Pediatrics/Austin
Pediatrics-Preliminary
Pediatrics-Primary
Pediatrics-Primary
Peds-CNMC Comm Hlth
Peds-Prelim/Child Neuro-2 yr
Phys Medicine & Rehab
Phys Medicine & Rehab
smhs.gwu.edu
Dua, Shivani
Kamanga-Sollo, Gladys Grace
Robbins, William
Han, Kevin
Terry, Garth
Roberson, Melanie
Beckman, Louis
Jacobs, Michael
Lener, Marc
Carter, Jolie
Hodge, Christine
Gill, Beant
Hassan, Taara
Hanif, Sameul
Hossain, Rydhwana
Taylor, Kevin
Nicholas, Kathryn
Karajgikar, Jay
Bhakoo, Amit
Balan, Andreea
Chaudhari, Ruchir
Vasnani, Raj
LaFond, Sarah
Petruolo, Oriana
Khatri, Vishal
Schaaf, Jonathan
Park, Tyrus
Sharma, Giriraj
Lee, Kevin
Semerjian, Alice
Doxey, Michael
Rajjoub, Lamise
Knott, Mark
Taylor, Kevin
Balan, Andreea
Inwald, Danielle
Perry, Clifton
Vasnani, Raj
Lee, Kevin
smhs.gwu.edu
Temple Univ Hosp-PA
U Arkansas-Little Rock
Virginia Commonwealth U Hlth Sys
Georgetown Univ Hosp-DC
UCLA Semel Inst for Neuroscience-CA
Naval Medical Center - San Diego, CA
Harvard Longwood Psych-MA
Jackson Memorial Hosp-FL
Mt Sinai Hospital-NY
U Maryland Med Ctr
UC San Diego Med Ctr-CA
UPMC Medical Education-PA
Brooke Army MedCtr, Fort Sam Houston, TX
Drexel Univ COM/Hahnemann Univ Hosp-PA
Einstein/Beth Israel Med Ctr-NY
Hershey Med Ctr/Penn State-PA
Johns Hopkins Hosp-MD
Long Island Jewish Med Ctr-NY
Mt Sinai Med Ctr-Miami-FL
U Michigan Hosps-Ann Arbor
UC Davis Med Ctr-CA
Univ of Chicago Med Ctr-IL
University of Virginia
NYP Hosp-Weill Cornell Med Ctr-NY
Temple Unive Hosp-PA
Virginia Commonwealth U Hlth Sys
Washington Hospital Ctr-DC
Washington Hospital Ctr-DC
Yale-New Haven Hosp-CT
The The George Washington Univ-DC
National Capital Consortium Bethesda, MD
Georgetown Univ Hosp-DC
Indiana Univ Sch Of Med
Lehigh Valley Hosp-PA
Michigan St Univ-Kalamazoo
NY Hosp Med Ctr Queens
Scripps Mercy Hosp-San Diego-CA
Weiss Memorial Hospital-IL
Yale University School of Med New Haven, CT
Phys Medicine & Rehab
Phys Medicine & Rehab
Phys Medicine & Rehab
Plastic Surgery (Integrated)
Psych/Research 5 Yr
Psychiatry
Psychiatry
Psychiatry
Psychiatry
Psychiatry/Sheppard Pratt
Psychiatry-Family Med
Radiation Oncology
Radiology - Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Radiology-Diagnostic
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surgery-Preliminary
Surg-Prelim/Urology
Transitional Year
Transitional
Transitional
Transitional
Transitional
Transitional
Transitional
Transitional
Urology
58
Appendix H
SAVING MONEY ON RESIDENCY TRAVEL
• Private Loans: The maximum amount of federal or private loan funding a student can take out
during a school year cannot exceed the cost of attendance. However, cost of attendance cannot
include expenses associated with residency interview travel during a student’s 4th year or the expenses associated with relocating to a residency program after graduation. If you need additional
loan funding to cover these expenses you can consider a “residency and relocation loan” offered by
a private bank. Usually, these loans can be repaid after residency (just like educational loans), but
the amount is sent to the student and not the school.
More information about these can be found on www.finaid.org. Make sure to look only at loans that
mention “residency” or “relocation” in their title or description, since another private loan may be denied
if you are already receiving funding that equals your cost of attendance. Some of the lenders I came
across include WellsFargo, Citibank (CitiAssist Loan), Sallie Mae, Fifth Third Bank and PNC Bank.
Although exact terms vary depending on the loan, it seems that as with everything else, a good credit score helps. The amount can be up to $18,000, rates of interest vary but the terms are described as
pretty harsh on student forums. Usually all you need to apply is proof of applying to residency (like a
letter from the Dean’s office) and proof of interviewing (invite letter). It sounds like the turnaround time
is quick (few weeks from application until money in your account), and you can apply anytime as a fourth
year student up until six months into residency.
• Tax Deductions: Could not find any final word on whether interview expenses qualify for tax deductions or not. These may help figure it out: http://www.irs.gov/publications/p529/ar02.html and
http://www.irs.gov/pub/irs-pdf/p4128.pdf
• Credit Cards: Using a card that gives you airline miles or discounts on rental cars can help offset
some of the travel expenses
• AMA membership: Helps with getting discounts on car rentals. More information available under
the benefits section on their website.
• Others: Research the programs to which you are applying by checking their websites to see if they
can fund your interview. For example, the Wisconsin Academy of Family Physicians provides funding support to MSIV’s who interview at four or more FM residency programs in Wisconsin.
SAVING MONEY ON HOUSING DURING INTERVIEWS:
• Many programs will offer to cover the cost of your hotel stay. Others will be able to obtain a discounted rate for you. If you feel comfortable, ask the residency coordinator if he/she can provide
you with suggestions as to where other applicants have stayed in the past.
• For help in finding local housing during your interviews, you can also call the American Medical Association. The AMA Alliance, in partnership with the AMAResident and Fellow and Medical Student
Sections, runs the Community Welcoming Program -- which finds on-site hosts for fourth- year medical students and their families as they interview for residency. This helps medical students minimize
travel costs while keeping them connected with organized medicine. More information about the
Community Welcoming Program, including how to request housing and how to become a host is
available on the AMA Alliance Web site).
59
smhs.gwu.edu